
GtpigM' 



COPYRIGHT DEPOSfR 



HOW TO TEACH READING 



A Revised Manual for Teachers of 
The New Howell Primer 



HOWELL AND WILLIAMS 



HOWELL & COMPANY 
New York 



HOW TO TEACH READING 

; 

A Revised Manual for Teachers of 
The New Howell Primer 

BY 

LOGAN DOUGLASS HOWELL 

Teacher of English, Morris High School, New York City, formerly 
Superintendent of Schools, Raleigh, N.C. 



FRANCES S. WILLIAMS 
t 

Primary Teacher, Lynchburg, Virginia, Schools 



HOWELL & COMPANY 

New York 

1919 



\^t 



Copyright, 1913 "-> 
HOWELL & COMPANY 
Copyright, 1919, by) 

HOWELL & COMPANY 
Estate of Logan D. Howell, v deceased 

For permission to use copyrighted material, grateful acknowledgment is made to 

Charles Scribner's Sons for "The Cow," "Rain," "The Wind," by 

R. L. Stevenson, from "A Child's Garden of Verses." 



'CI. A 52552 9 



TABLE OF CONTENTS 



PAGE 

Phonetics •. 5 

A Statement of Principles ~ 7 

The Two Meanings of the Word "Reading" 7 

The Basis of the New Howell Primer _ 7 

What Letters Stand For 7 

How Letters Should be Taught 8 

The Steps in Learning to Read 9 

The Length of Lessons 11 

The Time Required to Complete the New Howell Primer 11 

Caution 11 

Seat Work . 12 

Material for Seat Work ' 12 

Kinds of Seat Work ' 13 

Purpose of the Seat Work 1-3 

Writing 14 

Subject Matter 15 

A Complete Elementary Series 15 

Large Vocabulary 1 15 

Every Lesson a Complete Story . 15 

Illustrations 15 

Methods of Study ! 16 

Dramatization 16 

Oral Reproduction 16 

Expressive Reading 16 

Scanning the Sentence 16 

Practical Suggestions 2 17 

Games for Drill 17 

Print and Script 17 

Spelling 17 

The Name of the Letter 17 

Material 17 

Outline of Work for the First Weeks with the Primer 18 

Combining Letters into Words 31 

Combining Words into Sentences 40 

Writing Words : 51 

Children are Given the Primer . 53 

Studying the First Word Lists 54 

First Reading Lesson 67 

Preparation 67 

Recitation 70 

The Word Lists and How to Use Them 90 

Elements ■ 90 

Blends 90 

[3] 



PAGE 

How the Words Should be Sounded 90 

How to Use the Pictures with the Word Lists 90 

Key-Words ' 91 

The Purpose of the Word Lists 91 

How to Teach the Word Lists 92 

Preparation 92 

Recitation : 93 

How to Teach the Reading Lesson 94 

Preparation 94 

Recitation 94 

Illustrative Lessons . 96-110 

Elements Taught in the Word Lists 111 

The New Howell First Reader . 118 

The Howell Second Reader- 118 

Appendix 119 



1 4 



PHONETICS 



In this manual, letters in black-face type represent elementary sounds of 
speech ; they are not to be taken for written letters. Do not call these black- 
face letters by the names of the letters, but for each letter utter the sound it 
indicates. In the case of the long vowel sounds (a, e, l, 0, u) the sound to be 
spoken will be the name of the letter, but in no other case. The same black- 
face letter (or letters) is always used to represent the same spoken sound, no 
matter how that sound may be written in the standard English spelling. Thus, 
the vowel sound aw is written with a in ball, an in haul, and o in for; but in 
the phonetic system of this manual that sound is always represented by black- 
face aw. 

Note — This phonetic system is for the teacher's use only; do not show, any 
letters with diacritical marks to children of this grade. 



Phonetic 
Character 


For the sound 

AS IN 


Phonetic 
Character 


For the sound 

AS IN 


a 


ate,- nail, say 


n 


' sing, bank 


a. 


at 





no 


a 


father 


6 


not 


a 


air, there 


oi 


oil, boy 


aw 


saw, ball, haul, for 


00 


moon, do, rule 


b 


book 


6b 


book, bullj could 


ch 


chip, watch 


ou 


out, cow 


d 


did 


P 


Pig 


e 


eel, me, eat 


r 


rat 


e 


bell, head, said 


s 


see, cent, fence 


e 


her, sir, fur 


sh 


ship 


f 


fox 


t 


tag 


g 


goat 


th 


thin 


h 


hat 


>v. 


the 


I 


ice, pie, my 


u 


use, few 


1 


it, baby, berries 


u 


us, son, does 


i 


jug, gin, large 


V 


vine, of 


k 


cat, kid, queen 


w 


will, one, quick 


1 


lamp 


wh 


whip 


m 


man 


y 


yes 


n 


no 


z 


zinc, has, these 



[5] 



The art of reading should be viewed, in the first instance, as the 

art of pronouncing words at sight of their visible characters. . . . 

As an alphabetical language, English is learned on the principle of ana- 
lyzing words into their constituent sounds, and connecting these with the ele- 
mentary or alphabetical letters. . . . 

When among the earliest lessons a child i? made to pronounce, "Do I go ; 
it is set on," it is on the Chinese principle of learning each word seriatim, with- 
out inferring from one to another; the o is sounded in three ways, the i in two, 
the 5 in two. ... 

The preferable plan seems to be to carry the pupils forward a certain way 
on perfectly uniform spellings, so that they may get the idea of regularity, and 
also the most prevalent sounds of the letters. . . . Some notion of law and 
uniformity would thus be imparted at the cutset. — Alexander Bain: Education 
a~ a Science. D. Appleton & Co. 



T6] 



A STATEMENT OF PRINCIPLES 



The quotation from Alexander Bain on the preceding page states the prin- 
ciple on which the New Howell Primer is made, and which this manual is in- 
tended to exemplify. We "carry the pupils forward on perfectly uniform spell- 
ings" until "they get the idea of regularity, and learn the most prevalent sounds 
of the letters." We thus impart "some notion of law and uniformity," with the 
result that the pupils soon become independent readers. It is to help teachers 
reach this result with the Primer that this manual is written. 

THE TWO MEANINGS OF THE WORD, "READING" 

The word reeding has two meanings; each is recognized in the New Howell 
Primer and in this manual. One meaning is, the acquiring of knowledge from 
the written or printed page ; this is the thought side of reading. But before this, 
comes the mechanical side, which, as Bain points out, is the "art of pronouncing 
words at sight of their visible characters," and has no necessary connection with 
thought-getting. 

THE BASIS OF THE NEW HOWELL PRIMER 

The New Howell Primer, therefore, bases the art of reading, not upon cer- 
tain words to be memorized as wholes without a knowledge of the letters com- 
posing the words; but upon the elements of reading, which are the elementary 
sounds of words, and the letters that represent these sounds. When a child 
masters the elements, he can pronounce any word, whether he has ever seen it 
before or not; and he has, therefore, mastered the mechanical art of reading. 

WHAT LETTERS STAND FOR 

It must be borne in mind that the letters of our alphabet stand, not for 
ideas, but for sounds of speech; letters are, therefore, phonograms; and they 
have a different function from ideograms, such as'$, %, +, and the digits, 1, 2, 
3, 4, etc. Each of these characters stands for an idea, and the idea is the same 
in every language that uses these characters, though the words representing them 
are different. Thus for the character 3, we say three; the French say trois; the 
Germans say drei. In teaching such characters, we associate the idea at once 
with the character; we teach by the word method. But in the English word 
man the characters do not stand for ideas, nor do the three combined necessarily 
stand for an idea; each letter here stands for an elementary sound of speech. 
It is only because we know what the spoken word means that the written word 
man conveys an idea to us; it would not convey an idea to a Frenchman who 
did not know English; he could pronounce the word, if he knew the sounds of 
the letters, but it would not mean anything ta him. If the letters man repre- 
sented an idea, then the words man, mansion, manual would have a common 
idea. The fact that they have not, proves that there is no idea necessarily repre- 
sented by the letters m a n : what they do represent is three elementary sounds 
of speech, combined into one syllable. 



HOW LETTERS SHOULD BE TAUGHT 
A clear understanding of what the elements of reading represent makes . it 
easier for us to understand how they should be taught. If they represent sounds 
of speech, then teach them as representing sounds of speech. But before teach- 
ing letters or words written with letters, it is necessary first to teach elementary 
sounds of speech. The child comes to school knowing several hundred spoken 
words, but he does not know that nearly all these words are composed of two or 
more sounds; he has never thought of it. This is the first thing to teach him. 
It would be just as illogical to teach him letters before he knows the elementary 
sounds as it would be to teach him the digits, 1, 2, 3, 4, etc., before he can count. 



18] 



THE STEPS IN LEARNING TO READ 



FIRST STEP 

. EAR TRAINING ONLY 

The teacher gives separately the sounds of words, and the child learns to 
recognize the words from hearing these elementary sounds. (The child is not 
taught any printed or written letter at this stage, nor does the teacher use the 
names of the letters; she merely gives separately the sounds of words; as j-6, 
and the child says Joe, etc.) 

SECOND STEP 

EAR TRAINING ONLY 

The child learns to separate words into their elementary sounds. The child 
does in this step what the teacher did in the first step. (The child is not taught 
any printed or written let + er at this stage, nor does the teacher use the names of 
the letters; she merely pronounces one word at a time, as Joe; and the child 
separates it into its elementary sounds: j-6.) 

THIRD STEP 

EYE TRAINING WITH EAR TRAINING 

(Teaching the Letter that Stands for the New Sound) 
Now, for the first time, the child is taught the letters that stand for the 
elementary sounds that he has been using in steps 1 and 2. Of course, the letters 
are taught one at a time; it is not until he reaches page 82 in the New Howell 
Primer that all the letters will be learned. Do not teach the names of the 
letters at first, but teach each letter as representing the sound indicated in the 
Primer. 

FOURTH STEP 

MUSCULAR TRAINING WITH EYE AND EAR TRAINING 

Teach the child to write each letter as he learns the form of it. 
Note — This refers only to script letters, and when the teaching of writing 
accompanies the teaching of reading. 

FIFTH STEP 

EYE TRAINING WITH EAR TRAINING _ 
A 

(Combining Letters into Words) 

The teacher writes words on the board composed of letters previously taught. 
The child reads these words. 

[9] 



B 
( Combining Words into Sentences) 
The teacher writes sentences on the board composed of words previously 
taught. The- child reads these sentences. 

C 
The child learns to read words in the Primer.- 

D 

The child learns to read sentences in the Primer. 

Note — A child, in first trying to read words, will often be able to give the 
correct sound of each letter and still not be able to call the word as a whole. 
Now is the time for the teacher to use patience. The child can not be hurried 
here ; and the teacher must not become discouraged nor think the child is not 
progressing. It takes time for a child to learn to make quick association be- 
tween three letters and one spoken word. But if he is not hurried; if he is 
allowed to work out each problem for himself, he will soon acquire the power ; 
and once he learns to do this with a few letters, mastery of the rest will follow 
rapidly. 



110] 



THE LENGTH OF LESSONS 



Classes will vary so in size and in the ability of the children, and the con- 
ditions under which teachers work will also vary so, that it is impossible to fix 
a length for each lesson that will be best for every teacher. Moreover, this 
manual is not designed to take the place of any teacher's individual judgment 
and common sense; it is intended merely to help by presenting principles and 
their application. Each teacher must judge for herself how much her pupils 
can do each day. 

The only general rule that can be given is this: Teach the steps as already 
given in this manual : when a child has mastered one step, he is ready for the 
next, but not before he has mastered it. ' Some children will master the steps 
more quickly than others. Any teacher can tell — much better than any 'book can 
tell her — when her pupils are ready for a new step. 

TIME REQUIRED TO COMPLETE THE NEW HOWELL PRIMER 

The time required to complete the New Howell Primer has varied with 
different classes, from three months to five months. Ordinarily, about four 
months should be sufficient. If it takes longer, either conditions are unfavor- 
able or the teacher has held the class back. 

CAUTION 

Do not keep children of this grade long on any one exercise at a time. Call 
up the class frequently for short recitations. Watch for signs of weariness, and 
dismiss the class as soon as any appear; give the children either a change of 
work or a recess. Do not, however, wait for signs of weariness to appear ; it is 
better to change the work before the children begin to grow tired. 

Don't give drills that are not needed; don't insist upon a long-drawn-out 
method after the child himself has discovered a short cut. Be master of your 
methods ; use them as long as they are serviceable ; discard them when they are t 
no longer needed. 

Even this manual we would not have any teacher follow blindly. For ex- 
ample, we give lists containing many words for phonic drills; and certain sec- 
tions contain questions on the pictures and the reading lessons of the Primer. 
But" we would by no means have any teacher think that she must use every one 
of the words in the phonic drills or ask every question relating to the reading 
lessons. Use such of these as you need. The words in the phonic drills are to 
save you the time and trouble of making lists yourself; the questions are to 
suggest the kind that should be asked, and the way in which the reading lessons 
can be used to stimulate thought and expression. 

Make this manual serve you; don't be a slave to it. 

[Ill 



SEAT WORK 



This is the most perplexing problem to the teacher of beginners, particularly 
to the teacher in a rural school who has several grades. She can not give all her 
time to the beginners ; and even the teacher in a city school, who has a room full 
of beginners, must teach them by sections or individually, and must leave the 
children much of the time alone at their seats. How to keep these children 
occupied is a puzzling problem. 

The most desirable occupation for these children at their seats is something 
on which they can use their hands, their eyes, and employ other senses, if pos- 
sible. And though these exercises are educative as well as entertaining to the 
children, and will be found valuable to the teacher in that they relieve her of 
the care of children at their seats while she is teaching others, the teacher of the 
New Howell Primer must not suppose that this seat work is essential to the 
teaching of this book. If she deems it too troublesome to prepare or too ex- 
pensive for the children to buy the material recommended, she can follow the 
other directions of this manual with the Primer. 

MATERIAL FOR SEAT WORK 

Grains of corn of different colors. 

Seeds of different colors, of watermelon, etc. 

Pegs of different colors (shoe pegs, or toothpicks, etc.). 

Newspapers. 

Wrapping paper of soft finish. 

Yellow manilla paper of soft finish. 

Large crayon for writing on paper (not blackboard crayon). 

Colored crayon. 

Small squares of cardboard or of stiff paper with a letter written on each. 

(The teacher can make these, but there must be enough for each child to 
have a complete set, and each set should contain the same letter on several cards ; 
but in teaching the Primer only a few letters are u c ed at first, and the others • 
are taught one at a time, so that the teacher need not prepare the whole alphabet 
at once.) 

Note — These cards, containing the . whole alphabet, capitals and small 
letters, have been prepared by the publishers of the New Howell Primer; they 
may be obtained of stationers generally who sell the Primer, or direct 6f the 
publishers. « 

Small, blunt scissors for cutting paper. 

Leaves and other objects to be used as pattern? for the children to trace 
around and color. 

Pictures from catalogs, magazines, etc., for children to color. 

(Pictures in outline and on soft finish paper are best for this; but if these 
can not always be obtained, use any simple picture without much detail; and, in 
general, the less ink they have, the better.) 

Boxes to contain the material, such as spool boxes. 

[12] 



KINDS OF SEAT WORK 

Assorting: pegs of different colors, seeds of different kinds and colors, etc. 

Cutting from old' magazines, and catalogs, paper dolls, houses, furniture, 
fruits, flowers, etc. 

Cutting figures from old calendars. 

Coloring pictures, geometrical figures, and designs traced from patterns, 
with crayon. 

Selecting all of a certain letter from the letter box. 

Matching letters written on the blackboard with the letter cards. 

Word building with letter cards from copy on the board. 

Sentence building with letter cards from copy on the board. 

Composing sentences with letter cards. 

Composing sentences with cards from the word box. 

Tracing around leaves, and other objects, to be colored with crayon. 

Folding and cutting paper into squares and objects (only under super- 
vision, and after the children have been taught how to do this). 

PURPOSE OF THE SEAT WORK 

All this seat work has an educative value. All except the first named (as- 
sorting pegs, etc.) is of direct aid in learning to read or write, besides being an 
aid to discipline by keeping the child employed. 

All of the exercises with the letter cards help the child to recognize the let- 
ters readily, or to make words without writing. 

The exercises with the word cards help him to recognize words, and to make 
sentences without writing. 

The coloring of pictures and geometrical figures, and the tracing of patterns 
give the child practice in using the instrument for writing. He thus gets train- 
ing for writing without actually writing. 

The use of scissors exercises the muscles of the hand and fingers, and makes 
the child a better user of the crayon or pencil. 



[13] 



WRITING 



The teaching of writing must be considered in a discussion of the teaching 
of beginners in reading. 

If the New Howell Primer is used in a school where some other course of 
writing is required, the suggestions that follow may be disregarded. However, 
where the teacher is unrestricted by a prescribed course in writing, most satis- 
factory results will be obtained by making use of these suggestions. 

The mechanics of writing involves two different kinds of muscular exercises : 
the holding of the crayon, pencil, or pen. with the fingers; and the arm move- 
ment in making the letters. The muscles controlling these operations can be 
trained, as Dr. Montessori has pointed out, without the child's actually writing. 
Every exercise requiring the use of a crayon or a pencil provides training of the 
muscles for writing. 

Before the beginner writes, either on the blackboard or on paper, he should 
have some preparatory training of the muscles, after this fashion: 

Have the child stand, and make ovals or circles in the air with his hand, 
with a full arm movement, these to be from eight to twelve inches high. The 
teacher must show the class how to do this : where to begin, and in what direc- 
tion to move the hand (from right to left, opposite to the movement of the hands 
of a clock). Let the child make this circle over and over again, the hand mov- 
ing in the same path each time. This is not such an easy thing for children to 
do as it may seem. At first they will not make circles, but the practice must 
tend more and more towards a perfect circle. 

In the same way, practice making long lines in the air with a full arm 
movement, going down and up in the same path. 

And, in general, just before teaching any new letter, teach the child to make 
it large in the air with a full arm movement. In doing this the teacher should 
always show the child where to begin and what movements to make. 

The teacher can best show the movements to the class by standing with her 
back to the class and making the circle or the letters in the air. 

The child's first writing should be on the blackboard, under direct teaching. 
This follows the exercise of writing in the air. He should write with a piece of 
blackboard crayon about one inch long; he grasps this with all his fingers. 

The child's first writing on the board is the circle or oval. He makes it 
large and with the same movement as when he made it in the air. Let him go 
over it as nearly as he can in the same path. He writes letters on the board at 
first in the same way, except that he does not trace over the same letter a sec- 
ond time. ' 

Later the size of the letters is to be reduced; the teacher can tell when to 
do this by the power and skill the child shows in making the large size letters. 

The teacher must not only show children the form of the letters; she must 
also teach them how to make each letter. If left to themselves, children will not 
know where to begin in making a letter or in what direction to move. 

All writing at first should be under the direct supervision of the teacher, 
who should see that the child writes in the correct manner. Give the beginncr 
no writing to do for seat work while the teacher is occupied elsewhere. 

[14] 



SUBJECT MATTER 



The first thing for a beginner to do is to master the art of reading. There- 
fore, at the outset, in the New Howell Primer, stress is laid on acquiring power 
to call words through the knowledge of the elementary sounds of the letters. 
As this knowledge widens, and this power increases, the mechanics is made 
more and more subsidiary to thought-getting; and in the latter part of the 
Primer the beginner reads many Mother Goose Rimes and several classic stories. 

The process of subordinating the mechanics continues in the Howell First 
Reader, and in the Second Reader it is made complete. After this book children 
will have no difficulty with word-getting; they are prepared to read anything 
suitable in thought and expression to their years and experience. 

A COMPLETE ELEMENTARY SERIES 

Thus the Primer, First Reader," and Second Reader constitute a complete 
elementary series. It is impossible to exhaust in a lifetime the vast field of 
English literature ; hence no series of readers is complete on the thought side. 
But the reading elements being fixed and definite, it is possible to make a com- 
plete presentation of them. This is what the three Howell elementary books 
do. at the same time giving the beginner carefully selected and graded stories 
and verses for thought-getting as well as for fixing the mechanics in his mind. 

In the New Howell First Reader are found 6 "made to order" stories, 9 
riddles, 51 verses, 4 songs with music, and 22 classic stories. In the Howell 
Second Reader are found 13 classic stories, 33 verses, 13 stories of Southern Life 
and Folklore, and 6 songs with music. 

Large Vocabulary — Because the Primer is on a phonic basis, it is not neces- 
sary to grapple each word as a separate problem. A comparatively few rules of 
spelling are keys that unlock the meaning of hundreds of printed words which 
it is impossible to teach in the same length of time by any word method. Con- 
sequently this book has many times the number of words of any other primer of 
the author's acquaintance. 

Every word list is a phonic drill, and when a child has mastered this book 
he has a reading vocabulary of all the most important spellings in the language. 
He has become to that degree an independent reader, for he has learned more 
than mere words; he has learned rules of spelling. 

Every Lesson a Complete Story — Every reading lesson, even in the Primer, 
is a story, with an interesting thought-content; there are no disconnected sen- 
tences just for the sake of using certain words. Every reading lesson is on one 
definite subject; it has a title that can be read by the pupil; it is told as a 
story should be told, with a beginning, a middle, and a conclusion. The stories 
deal with things that children are interested in. 

Illustrations — The simple outline illustrations in the Howell books have 
been carefully worked out by one of the best artists in America. They are 
planned to actually illustrate each step of the story, giving the child a complete 
idea of the thought-content. 

[15] 



METHODS OF STUDY 

DRAMATIZATION 

Dramatization is the acting out, by the pupils, of the story or the picture, 
the assignment. It is a most important step in teaching a reading lesson. It 
stimulates the emotion, gives opportunity for self-activity and establishes self- 
confidence. 

Through the dramatization of the story the child lives the thought of the 
story and through this interpretation he is enabled to read with better expression. 

It is well to let the children take the initiative in planning the play. But 
the teacher should be thoroughly prepared to direct the children in choosing the 
characters, what they shall say and do, and the place to give the play. 

Little material is needed — the children are rich in imagination. 

ORAL REPRODUCTION 

Oral reproduction should not be neglected. Time should be given for the 
oral reproduction of each reading lesson. The pupils are given a clear inter- 
pretation of the story through the teacher's questions, a study of the lesson 
picture, etc. 

EXPRESSIVE READING 

Oral reproduction and dramatization, together with dialogue and conver- 
sation about the story, are stepping stones to expressive reading. 

The child who reads with the best expression should be allowed to read 
the lesson for the entertainment of the class. 

Occasionally, and as a last resort, the teacher may read the selection, but 
this should be done only when she fails to get the correct expression through 
her questions, etc. 

SCANNING THE SENTENCE 

A child should not be permitted to read a sentence orally until he has 
scanned it carefully. Through this silent reading he gets a clear interpretation 
of the thought. 

When enough time has been allowed for the child to get the thought, the 
teacher calls on him to read the sentence orally. He should then look up from 
the book and read with good expression. 

If this silent reading is required during the first reading lessons the pupils 
will read longer sentences later on with good expression and without scanning. 

Teach the pupils in the beginning to keep the place and study the same 
thing at the same time. In this connection the "marker" is recommended. This 
is a slip of tag board about one inch wide and three inches long. 

[16] 



PRACTICAL SUGGESTIONS 



GAMES FOR DRILL 

The educative value of drill games can not be overestimated. They are 
utilized as a means of drill on phonic facts and words. 

PRINT AND SCRIPT 

The use of the print on the blackboard is not necessary. The teacher may 
use script exclusively on the board, but should call attention to the print on the 
perception cards. In this way the pupils learn to read both script and print 
readily. 

SPELLING 

A systematized study of phonics as given in the New Howell Primer gives 
a basis for correct spelling. The time for spelling, however, is not until the 
Primer has been finished. The pupils can then analyze words into separate 
sounds and know the names of the letters that stand for these sounds. More 
than eighty per cent of the vocabulary of the first three grades is phonetic. 
When this is realized one will begin to see why this systematized study of 
phonics will develop good spelling. 

The first word lists in the Primer may be used for spelling. In this way 
the New Howell Primer serves as a phonic drill book, a speller, and a reader. 

THE NAME OF THE LETTER 

The best time to teach the name of a letter is when a different use of it 
occurs from what the child has already learned. However, there is no objection 
to teaching the name of the letter as soon as he knows the sound. The child 
will acquire it unconsciously. The teacher need not be disturbed ,if the child 
knows the name of the letter. If he calls the letter by name when the teacher 
is trying to teach the sound of the letter, simply say to the child : "Yes, that is 
the name of the letter; but this is the sound." 



MATERIAL 

There are four sets of cards that may be used with the Primer. 

The illustrated perception phonic cards are for use in drilling on 
phonic facts. 

The perception word cards 'are for use in drilling on words already worked 
out through the knowledge of the phonic facts taught. 

Seat work letter cards are for building words. 

Seat work word cards are for building sentences. 



[17] 



OUTLINE OF WORK FOR THE FIRST WEEKS 
WITH THE NEW HOWELL PRIMER 



FIRST DAY 



FIRST STEP 

EAR TRAINING ONLY 

First of all, gain the attention of the children by a short conversation 01 
story; speak of mother, father, and things at home; why mother sent us to 
school, etc. 

The Purpose of TJiis Talk: For the child, to cause him to express his 
thoughts, and to feel at ease ; for the teacher, to gain knowledge of different 
minds, in order to make adaptations needed. 

Result Gained From This Talk: Definite idea in the child's mind of why 
he comes to school, the foremost reason being to learn to read. 

Talk About Words: When we talk and when we read, we use words. Call 
upon every child to tell you one word. (The purpose of this is to encourage 
the children to speak, and to give them confidence by doing something. The 
teacher will also take note of their speech, to see if any do not speak correctly, 
etc.) 

A Word Game: Tell the children that you have a new game for them; it is, 
guessing words. 

The teacher announces that she is going to tell a story, but that there are 

some words the children must guess. She says, "When I pause, then you tell 

me the word I have just said." Then the teacher begins, sounding the words 

in black-face type, as indicated by the hyphen, and pausing for the children to 

say the word: 

The Story of Joe 

Once upon a time there was a little boy named j-6. His mother gave him 
a litt'e rake and a spade and a h-6. One day j-0 was digging with his 
little h-6, and he cut his t-6. Oh! it hurt him s-6. His mother wrapped up 
his t-6, and tied the string in a little b-6. Then his mother kissed j-0, and 
asked him, "Does your t-6 hurt much now?" He smiled and said, "n-6." Then 
his mother patted j-6 on the head and said, "Now, you may g-6." 

Note — This and all succeeding "phonic stories" should not be read by the 
teacher, but should be memorized and told in an attractive manner. The chil- 
dren should make the responses in concert. 

DRILL 
TEACHER PUPILS TEACHER PUPILS 

j-6 Joe s-c so 

h-6 hoe b-6 bow 

t-6 toe g-6 go 

n-6 no 

SEAT WORK 

Have some interesting seat work prepared, and show the children how to 
use it. (See the chapter on Seat Work in this manual.) 

[18] 



Continue the Story of Joe : 

Joe's Pie 

Joe's mother said to him, "You are a good little boy not to cr-I. How 
would you like to have a little p-I?" Joe cried, "O m-I!" and he clapped his 
hands and he jumped up h-I. "But," his mother said, "I have no p-I." Then 
Joe began to s-i. "But," said his mother, "I will give you some money and you 
may go to the baker's and b-I you a p-I." Then Joe did not s-i; but again he 
jumped up h-I, and said, "O m-I." For he liked to go to the baker's to b-I a 
p-I. "Now," said his mother, "wash your face and hands, and put on a t-I; 
then you may go to the baker's to b-I a p-I." So Joe washed his face and 
hands, and put on a clean t-I. Then his mother gave him five cents. Joe 
kissed his mother and said, "Good b-I !" and away he ran to the baker's to b-I 
him a p-I. 

DRILL 



TEACHER 

cr-I 
p-I 
m-I 
h-I 



PUPILS 

cry 
pie 
my 
high 



TEACHER 


PUPILS 


S-I 


sigh 


t-I 


tie 


b-I 


buy 


p-I 


pie 



PLAYING DOCTOR WORD GAME 

The teacher says: "Children, suppose we play that I am a doctor and I 
have to come to examine your ears. I want to see if you can hear. I will say 
a word slowly. If' you know what that word is you need not speak. Just do 
what I say and in that way show me that you understand." 



Teacher 


says: 




Teacher says: 




"Touch 


your — " 


Pupils touch : 


"Point to a — " 


Pupils point to 


n-6z 




nose 


cb-ar 


chair 


ch-in 




chin 


d-esk 


desk 


ch-ek 




cheek 


b-ook 


book 


h-ar 




hair 


pen 


pen 


ar-m. 




arm 


sL-ik 


stick 


th-um 




thumb 


d-or 


door 


f-as 




face 


b-oi 


boy 


dr-es 




dress 


g-erl 


girl 




The teacher says: 


The pupils 






"Foint to something — " 


point to something: 


1 


r-ed 




red 






gr-en 




green 






bl-ob 




blue 






bl-ak 




black 






wh-It 




. white 






p-ink 




pink 






br-oun 


brown 





[19] 



The teacher says {sounding the italicized words) : 



'Hold up your h-ands. 
'Cl-ap- your h-ands. 
'Sh-ow me your f-ist. 
'Sh-ow me your f-ingers. 
'Sh-ake your h-ands. 
'Stretch your ar-ms. 
'Put your hands in your l-ap. 
'B-ow your h-eads. 



"Raise your h-eads. 
"Cl-ose your eyes. 
"O-pen your eyes. 
"Let me see you cr-y. 
"Let me see you sm-ile. 
"Open your m-outh. 
"Sh-ow me your t-eeth. 
"Sh-ow me your t-ongue: 



Teach the class to make large ovals or circles in the air, and on the black- 
board. (See the chapter on Writing in this manual.) 

Continue the Story of Joe: 

Joe and May 
Joe started for the baker's very happy and g-a. He had not gone far on 
the w-a before he met his friend, little m-a. Joe said, "Good morning, m-a;" 
and she said, "How do you do to-d-a?" The little girl said, "Let's go and 
pl-a." But Joe said, "No, I'm going to the baker's; come go with me, m-a." 
She said, "All right, Joe" ; and off went th-a. Joe bought a pie, and he had to 
p-a five cents for it. Then he said, "Come on, m-a ; we will go home and eat 
the pie, then we will pl-a." So off went th-a, so happy and g-a, they ran all 
the w-a. 



TEACHER 


PUPILS TEACHER 


PUPILS 


m-a 


May th-a 


they 


g-a 


gay p-a 


pay 


d-a 


day w-a. 


way 


pl-a 


play m-a 

WORD GAME 


May 



The teacher says: "I shall now pronounce some words slowly, and I want 
you to show me that you understand what I say by doing what I shall ask you 
to do. 



'S-it up str-aight. 

'Now you may r-ise. 

1 T-urn to the r-ight. 

'T-urn to the l-ejt. 

'T-urn to the back of the r-oom. 

'T-urn to the front of the r-oom. 

' l B-ow to the r-ight. 

'B-ow to the l-ejt. 

'B-ow to the t-eacher. 



"St-and on the r-ight f-oot. 
"St-and on the l-ejt j-oot. 
"St-and on both j-eet. 
"Pl-ace your h-ands on your h-ips. 
"You may make one h-op. 
"You may make one j-iimp. 
"Put your h-ands by your s-ide. 
"The class may be s-eated." 



[20] 



INDIVIDUAL WORK 

The teacher then says these sentences and the individual child spoken to 
performs the action : 

"T-om may r-un. "Gr-ace may o-pen the door. 

"S'-am may h-op. "John may cl-ose the d-oor. 

"M-ary may sk-ip. "Ch-arles may w-ave the fl-ag. ' 

"George may j-ump. "R-obert may b-eat a dr-um. 

"N-ell may walk. "N-at may sh-oot a g-un." 

i ■ REVIEWS 

Review the phonic stories and drills. 



SUPPLEMENTARY WORK 

STORY 

"How the Home was Built." Mother Stories by Maud Lindsay. 

SONG 
"The Finger Family." Songs of the Child World, Book I, Gaynor. 

POEM 

Hundreds of stars in the pretty sky, 

Hundreds of shells on the shore together, 
Hundreds of birds that go singing by, 

Hundreds of bees in the sunny weather. 
Hundreds of dewdrops to greet the dawn, 

Hundreds of lambs in the purple clover, 
Hundreds of butterflies on the lawn — 

But only one mother the wide world over. 
— George Cooper. 

OCCUPATIONS 
Cut paper dolls from old magazines — mother, father, baby. 
Cut houses and furniture from catalogs. 

CONVERSATION 
Home, family, occupations of the family, etc. 



Note — Bear in mind that this manual is designed to help teachers in the 
use of the Primer ; it is not intended to give a complete program for daily work. 
It gives a minimum amount of work in phonics, writing, reading, and seat work ; 
many teachers do more than this manual advises. 

The supplementary work is merely suggestive. By no means must the 
teacher think that she is obliged to do it, or that it is necessary for the suc- 
cessful teaching of the New Howell Primer. It is offered for the convenience 
of the teacher. Let her choose- from it the material best suited for the correla- 
tion work and do as much as time and circumstances permit. A full list of the 
reference books with publishers is given at the close of this book. 

[21] 



SECOND DAY 



FIRST STEP 

EAR TRAINING ONLY 

Continue the Story of Joe : 

The Kite 

Joe and May had finished eating the pie and had gone out into the yard 
to play, when they heard a boy call, "Joe!" Joe answered, "Who are y-ob ?" 
The boy said, "I am Nat, that's h-oo." Joe called, "Come over here, "Nat." 
Then tney heard a girl call, "I'm here, t-oo." May asked, "h-oo are y-oo?" 
The girl said, "I am s-oo ; that's h-oo." Joe and May called, "Come over here, 
s-oo ; we are glad to see you, t-oo." Soon the gate opened and in came Nat 
and s-oo, those t-oo. Nat had his kite. Joe and May and Nat and Sue went 
out into a field to fly the kite. The wind bl-oo, and the kite fl-oo. Up, up, it 
went. The higher the kite fl-oo, the smaller it gr-oo, till it looked like a speck 
in the sky. 

DRILL 



TEACHER 


PUPILS 




TEACHER 


PUPILS 


y-oo 


you 




bl-oo 


blew 


t-oo 


too 




fl-ob 


flew 


s-oo 


Sue 




gr-oo 


grew 




WORD 


GAME- 


-VISITING 





The teacher says: "Let us play that I am spending 
I shall sound slowly the names of the things I see in 
who can guess what I say." 



the night at your home, 
your dining-room. See 



TEACHER 


(sounding 


PUPILS 




TEACHER 


the wor 


ds) 








br-ead 


t-able 






table 




b-utter 


ch-airs 






chairs 




m-ilk 


r-ug 






rug 




t-ea 


b-ell 






bell 




m-eat 


cl-ock 






clock 




e-ggs 


kn-ife 






knife 




p-ickle 


f-ork 






fork 




j-am 


sp-oon 






spoon 




c-ake 


phate 






plate 




cr-eam 


c-up 






cup 




fr-uit 


(Questions the teacher asks the children during 


The teacher asks 








The teacher asks 


"Can you — " 




The p 


upils answer : 


"Can 


you — " 


r-ead 






read 




s-ew 


wr-ite 






write 




c-ook 


sp-ell 






spell 




sw-eep 


dr-aw 






draw 




d-ust 



PUPILS 

bread 

butter 

milk 

tea 

meat 

eggs 

pickle 

jam 

cake 

cream 

fruit 



g the evening) 



The pupils answer : 

sew 
cook 

sweep 
dust 



[22] 



o-x 


p-ony 


c-alf 


sh-eep 


g-oat 


m-ule 




SEAT WORK 



INDIVIDUAL WORK 

The teacher says: "We shall now play that I went to sleep that night and 
dreamed that the school room was a barn yard, and the children were animals. 

"John, I dreamed that you were a r-at. What did I dream you were?" 

John answers, "A rat." 

Teacher — "Mary, I dreamed you were a c-at. What did I dream you 
were?" 

Mary answers, "A cat." 

Give each child a chance to pronounce the name of some animal, such as: 

c-ow o-x p-ony k-id 

h-og c-alt sii-eep m-ouse 

p-ig g-oat m-ule d-og 



Trace, color, and cut kites. 
Continue the Story of Joe : 

The Tree 
Nat's kite went up higher than any tr-e. It pulled hard on the cord. Nat 
asked Joe, "Do you want to hold it, Joe?" "Yes," said h-e. So Nat let Joe 
hold the cord. Then May said, "Now, let m-e." So Nat let May hold the 
cord. Then Sue said, "Now, let m-e." So Nat let Sue hold the cord. Then 
Nat pulled in the cord and brought the kite down. When the kite got nearly 
to the ground, it fell into a little tr-e. Joe said, "Now, s-e what you have 
done." Sue asked Nat, "How can you get the kite out of the tr-e ?" "I will 
show you," said h-e. Then Nat tried to climb the little tr-e. But the rough 
tr-e hurt Nat's n-e. Nat said, "O m-e ! I can't climb this tr-e." Just then 
Joe gave the cord a jerk and got the kite fr-e. Then they all went home, for it 
was time for t-e. 



TEACHER 


PUPILS 


TEACHER 


PUPHS 


tr-e 


tree 


n-e 


knee 


h-e 


he 


fr-e 


free 


m-e 


m= 


t-e 


tea 


s-e 


sec 




' 



Note — The teacher may read the pupils such stories as Little Black Sambo, 
Mother Goose Rimes, etc., pausing to sound some of the words. If the pupils 
pronounce the words correctly the teacher shows them the picture. 



Review the circle or the oval in the air and on the board. 
Teach the class to make lines in the air. (See the chapter on Writing in 
this manual.) 

T231 



REVIEW OF PHONIC DRILLS 

(Individual Work) 



TEACHER 


PUPIL 


TEACHER 


PUPIL 


TEACHER 


PX FIL 


j-6 


Joe 


cr-I 


cr 


j' 


m-a 


May 


h-6 


hoc 


m-i 


my 


g-a 


gay 


t-0 


toe 


h-i 


hi! 


gh 


w-a 


way 


s-6 


so 


S-l 


sigh 


d-a 


day 


b-6 


bow 


b-i 


bye 


pl-a 


play 


n-o 


no 


t-I 


tie 




th-a 


they 


g-6 


go 


p-i 


Pi 




p-a 


pay 


TEACHER 




PUPIL 




TEACHER 




PUPIL 


y-oo 




you 




tr-e 




tree 


h-oo 




who 




h-e 




he 


t-00 




too 




m-e 




me 


S-00 




Sue 




s-e 




see 


bl-oo 




blew 




n-e 




knee 


fl-00 




flew 




fr-e 




free 


gr-oo 




giew 




t-e 




tea 



SUPPLEMENTARY WORK 



"Billy Bobtail." Story Book by Jane L. Hoxie. 

"The Town Musicians of Bremen," Grimm. Howell Second Reader. 

DRAMATIZATION 

Dramatize "Billy Bobtail" or "Town Musicians." 

CONVERSATION 

Animals. Kindness to animals. 

OCCUPATIONS 

Cut animals mentioned in the stories. Cut them from magazines, or trace 
and cut from patterns. 

Model animals with clay. 

GAME 

"Rhythm Game." Songs of the Child World, Book I, Gaynor. 



[24] 



THIRD DAY 



SECOND STEP 

EAR TRAINING ONLY 

In this step the teacher pronounces the words and the pupils separate them 
into their sounds. For example, the teacher says : "Now, I want you to sound 
some words. Sound this word: Joe!' The pupils should say "j-6." If they 
do not do this they must be taught how to utter the elementary sounds. 

Let the teacher pronounce the word again and show the pupils how to 
separate it into two sounds, by uttering the first sound, and then pausing before 
the second sound is given. Let the pupils sound the word with the teacher. 
Proceed in the same way with each word in the drill. 

• Drill For Long 1 Vowels 



TEACHER 


PUPILS 


TEACHER 


PUPILS 


Joe 


j-o 


may 


m-a 


toe 


t-0 


say 


s-a 


so 


S-0 


pay 


p-a 


bow 


b-6 


day 


d-a. 


no 


n-o 


gay 


g-a 


go 


g-o 


jay 


j-a 


show 


sh-o 


way 


w-a 


hoe 


h-6 


nay 


n-a. 


TEACHER 


PUPILS 


TEACHER 


PUPILS 


pie 


p-1 


see 


s-e 


my 


m-i 


tea 


t-e 


by 


b-I 


me 


m-e 


th 


t-i 


she 


sli-e 


you 


y-oo 


we 


w-e 


Sue 


S-00 


h» 


h-e 


two 


t-00 


be 


b-e 


do 


d-oo 


knee 


n-e 



The teacher then pronounces the words given in the drill above in the 
following games. . 

FLOWER GARDEN 

Teacher — "We will play that the school room is a flower garden, and the 
boys and girls are butterflies. How many little butterflies would like to fly 
about in the garden, and gather honey from the pretty flowers? If you can 
give me two separate sounds in each of these words you may do so." 



A NUTTING PARTY 

Teacher — "We will play. that the school room is an oak forest, and the boys 
and girls are squirrels. How many little squirrels would like to go out in the 
forest and gather acorns? If you can give me two separate sounds in each of 
these words you may do so." 

[251 



Note — The analysis of words into separate sounds is a most important 
step in ear training, and should be stressed in all phonic drills. The teacher 
must not become discouraged if the pupils do not master this second step in ear 
training at once, but keep reviewing. Vary the work as much as possible. 

WRITING 

Review and practice all that was taught the first and second days. 

SEAT WORK 

Let the pupils cut flowers from old magazines. Let them represent a forest 
on their desks, using pegs for the trees. 

REVIEW — PHONICS 

Review the drill for Long Vowels. For the pupils who can not give two 
separate sounds in the words, the following plan is suggested. The teacher pip- 
nounces the word Joe. She then gives, slowly the two sounds, j-6, and requires 
each child to give the two sounds, j-0. When each child has given the two 
sounds in the word Joe it will be easier for them to give two sounds in the other 
words in the list. 



SUPPLEMENTARY WORK 

STORY 

"Stanley and the Squirrel." Half Hundred Stories, Kate Brown. 

SONG 
"The Squirrel." Finger Plays, Emilie Poulsson. 

• OCCUPATIONS 

Cut squirrels and nuts. 

Fold and make a basket of stiff paper. 

Model squirrel and nuts. 

NATURE STUDY 

Squirrels and nuts. 

GAME 

"Chasing the Squirrel." Songs and Games for Little Ones, Walker 
and Jenks. 



126] 



FOURTH DAY 



Review the drill for Long Vowels. 

NEW LETTER 

(a A) 
Present and teach the letter a A and its sound. 

FIRST STEP 

EAR TRAINING ONLY PHONIC STORY 

Once there was 7 a little boy named Nat. He had a little baby sister. The 
baby's name was Ann. She was a good baby and seldom cried. Little Ann 
would try to talk, but all she could say was "a-a-a." 

PHONIC STORY -WITH WORDS CONTAINING THE SOUND a 

Tell the following story, sounding the black-face letters and pausing as 
indicated by the hyphens, and letting the children pronounce the words, as in 
the other stories. 

Three Old Cat 

One day two boys came to see Joe. They were his friends, n-a-t and s-a-m. 
Don came with n-a-t; he is n-a-t's big dog. S-a-m brought his ball. Joe 
said, "I have a b-a-t; let's play three old k-a-t." "All right," said n-a-t and 
s-a-m. Joe said, "I'll have first inning, because it is my b-a-t." "Then, I will 
pitch," said s-a-m, "because it's my ball." "Well," said n-a-t, "I will k-a-ch." 
The boys began to play. S-a-m pitched the ball. Joe hit it with his b-a-t. 
Then Joe r-a-n for the base. Sam r-a-n to get the ball. But Don r-a-n faster 
than s-a-m. Don got the ball. Sam r-a-n after Don, but he could not k-a-ch 
him. Then Sam called to n-a-t, "O n-a-t! Make Don bring the ball b-a-k." 
And Nat called to Don, "Here, Don, here! Bring that ball b-a-k, you b-a-d 
dog!" After a while Don brought the ball b-a-k. "You're a b-a-d dog," said 
n-a-t. Joe said, "We don't want you to play with us, you b-a-d dog; you don't 
know how to play k-a-t." "Go home, Don," said s-a-m; "go on b-a-k." But 
Don w-agd his tail, and waited for the boys to hit the ball again. 

DRILL 

Let the teacher sound the following words for the pupils to pronounce : 



TEACHER 


PUPILS 


TEACHER 


PUPILS 


k-a-t 


cat 


b-a-g 


bag 


b-a-t 


bat 


t-a-g 


tag 


n-a-t 


Nat 


b-a-k 


back 


s-a-t 


sat 


s-a-k 


sack 


f-a-t 


fat 


t-a-k 


tack 


m-a-t 


mat 


j-a-k 


Jzck 


p-a-t 


pat 


p-a-k 


pack 


h-a-t 


hat 


b-a-d 


bad 


r-a-t 


rat 


m-a-d 


mad 



[27] 



SECOND STEP 

EAR TRAINING 

Do the reverse of the above drill; let the teacher pronounce the following 
words, and the pupils separate them into their three sounds. 

Pupils answer first in concert, and then individually. 

DRILL FOR a-t 
TEACHER PUPILS TEACHER PUPHS 

cat c-a-t rat r-a-t 

bat b-a-t hat h-a-t 

Nat n-a-t sat s-a-t 

mat m-a-t pat p-a-t 

Ask pupils to suggest words containing the sound they have heard in the 
words in the drill— the sound the baby made when she tried to talk (a). 

The teacher may help the pupils, at first, by asking questions. 

Teacher — "What fruit begins with the sound a?" 

Pupils — "Apple." 

Teacher — "Can you think of a boy's name beginning with the sound a?" 

Pupils — "Albert." 

Teacher — "Can you think of a girl's name beginning with the sound a?" 

Pupils — ' 'Annie . " 

Note — After the drill in the second step in ear training, a song and a poem 
are suggested. The teacher sings the song and the children are told to listen 
and tell the words they hear containing the new sound. The teacher then 
recites a poem and the children tell the words with the new sound. 

SONG 
"Jack Frost." Songs of the Child World, Book I, Gaynor. 

POEM 
Pat-a-cake, pat-a-cake, baker's man ! 
So I will, master, as fast as I can : 
Pat it, and prick it, and mark it with T, 
Put in the oven for Tommy and me. 

THIRD STEP 

EYE TRAINING WITH EAR TRAINING 

Teacher — "You have heard the sound a in words, stories, songs, and a 
poem; and now I am going to show you the letter that stands for that little 
sound." ' 

Teacher writes the letter a in the air and on the board several times. 

Reserve a place upon the board to list letters as fast as learned. Write a 
small and a capital a upon the board and let them remain for daily review. 

[28] 



PERCEPTION PHONIC CARD 

Show the class the letter a on the perception phonic card. Call attention to 
the picture and to the fact that the first sound in the word apple is the same 
sound the baby made when she tried to talk. 

SEAT WORK 

Give the pupils some letter a's for the seat work letter box. With these 
letter cards match small script a's from the board. 
Cut and color apples. 
Model apples with clay. 

FOURTH STEP 

MUSCULAR TRAINING WITH EYE AND EAR TRAINING 

Teach the class to make small script a in the air and on the board. (Sec 
the chapter on Writing in this manual") 

PLAYING SOLDIERS PHONIC GAME 

Teacher — "How many would like to play soldiers and march with me? If 
you can give the two sounds in the words I pronounce you may join in the 
march and be a soldier." 

Teacher pronounces the words in drill for Long Vowels. 



SUPPLEMENTARY WORK 

STORIES 

"The Red and Blue." Five Minutes' Stories, Laura Richards. 
"The Brave Tin Soldier." Andersen's Fairy Tales. 

SONGS 

"Our Flag." First Year Music, Dann. 

"Rub-a-dub." Songs of the Child World, Book I, Gaynor. 

CONVERSATION 

United States Flag. 

OCCUPATIONS 

Cut and color flags. Make flags of red, white and blue paper. 
Draw gun, drum, bugle, sword. 
Model gun, drum, bugle, sword. 

GAME SONG 

"Soldier Boy." First Year Music, Dann. 



[29] 



FIFTH DAY 



Review the drill for Long Vowels. 
Review the drill for a-t. 

NEW LETTER 

(t T) 
Present and teach the letter t T and its sound. 

FIRST STEP 

EAR TRAINING PHONIC STORY 

It was hard for Nat to wake up in the morning. His father bought an 
alarm clock and put it by his bed. Nat went to sleep and dreamed of soldiers 
marching; and, instead of the captain saying, "Left, right; left, right," he was 
saying, "t, t; t, t," just like the clock. 

DRILL 

Let the teacher sound the following words for the pupils to pronounce : 

TEACHER PUPILS TEACHER PUPILS 

b-a-t bat t-a-g tag 

k-a-t cat t-a-k tack 

n-a-t Nat t-a-p tap 

s-a-t sat t-a-n tan 

f-a-t fat p-a-t pat 

in-a-t mat h-a-t har 

SECOND STEP 

EAR TRAINING 

Do the reverse of the above drill; let the teacher pronounce the following 
words, and the pupils separate them into their three sounds : 

drill for a-t 

TEACHER PUPILS TEACHER PUPILS 

csc k-a-t rat r-a-t 

bat b-a-t hat h-a-t 

Nat n-a-t sat s-a-t 

mat rn-a-t pat p-a-t 

Ask pupils to suggest words containing the new sound t (Tom, Ted, toy, 
top). Let the pupils tell the words in the following song and poem containing 
the sound of the new letter t. 

'SONG 

"Song of the Kitchen Clock." Songs of the Child World, Book I, Gaynor. 

POEM 

Little Tom Tucker How shall he cut it 

Sings for his supper; Without e'er a knife? 

What shall he eat? How will he be married 
White bread and butter. Without e'er a wife? 

[30] 



THIRD STEP 

EYE TRAINING WITH EAR TRAINING 

(Teaching the Letter that Stands for the New Sound) 
Write the letter t in the air and on the board. 

Add the letter t T to the letter a A on the board and let them remain there 
for daily review. 

PERCEPTION PHONIC CARD 

Show 1 the class the letter t on the perception phonic card. Call attention to 
the picture, and to the fact that the first sound in the word top is the same 
sound that Nat dreamed the soldiers were making. 

SEAT WORK 

Give the pupils some letter t's for the seat work letter box. 
Select all small a's and t's from the box. 
Cut and color tops. 
Model tops. 

FOURTH STEP 

WRITING 
Teach the pupils to write the letter t. Ask the pupils to write the letter 
that stands for the first sound of apple (a). Give the sound and not the name. 

FIFTH STEP (A) 

EYE TRAINING WITH EAR TRAINING 

(Combining Letters into Words) 

STORY 

Two little letters, one called a and the other t. You can call them both at 
one time. When you call them, what word do you say? (at). 

Note — As the sound of each letter is mentioned the teacher writes the letter 
on the board. Then' join the two letters and write the word at several times. 
Let it remain on the board for review. 

PERCEPTION WORD CARD 

Show the class the word at on the perception word card. 



SUPPLEMENTARY WORK 

STORIES 

"Father Time and His Children." Half Hundred Stories, Brown. 
"Little Tom Tucker's Bun." Mother Goose Village, Madge Bigham. 

SONG 
"Tick-Tock." . First Year Music, Dann. 

CONVERSATION 

Time. 

OCCUPATIONS 

Drawing clocks. Folding and making clocks of stiff paper. 

GAME 

"The Pendulum." Songs and Games for Little Ones, Walker and Jenks. 

[311 



SIXTH DAY 



If this day is Monday, the children will probably have forgotten some of 
the things taught last week. It will be well to begin with a word game similar 
to those used last week. These reviews are necessary for the benefit of the new 
pupils who enter late. 

Review the drill for Long Vowels, and the drill for a-t. 

Review perception phonic cards a. and t. 

Review perception word card at. 

NEW LETTER 

(nN) 

Present and teach the letter n N and its sound. 



FIRST STEP 

EAR TRAINING — -PHONIC STORY 

Nat went to the country to visit his little friend Sam. He took his dog 
Don with him. One day while the boys were playing with Don in the barn- 
yard they heard the little baby calf crying for its mother. It was saying 
"n-n-n!" 

DRILL 

Let the teacher sound the following words for the pupils to pronounce : 



TEACHER 


PUPILS 


TEACHER 


tupils 


TEACHER 


PUPILS 


k-a-n 


cane 


k-e-n 


keen 


n-e-d 


need 


ch-a-n 


chain 


kl-e-n 


clean 


n-6-d 


nod 


m-a-n 


mane 


m-awr-n 


morn 


n-u-t 


nut 


p-a-n 


pain 


b-awr-n 


born 


n-o-t 


not 


st-a-n 


stain 


n-I-n 


nine 


n-o-t 


note i 


r-a-n 


rain 


n-u-n 


none 


n-i-t 


knit 


tr-a-n 


train 


n-a-n 


Nan 


n-e-t 


net 


br-a-n 


brain 


n-oo-n 


noon 


n-a-m 


name 


gr-a-n 


grain 


n-e-d 
SECOND 


Ned 
STEP 


n-i-f 


knife 




EAR 


TRAINING DRILL FOR a-n 






Words for 


the pupils to sound : 








TEACHER 


PUPILS 


TEACHER 


Turns 


TEACHER 


PUPILS 


man 


m-a-n 


fan 


f-a-n 


Dan 


d-a-n 


pan 


p-a-n 


ran 


r-a-n 


Nan 


n-a-n 


can 


c-a-n 


tin 


t-a-n 


Ann 


a-n 



Ask pupils to suggest words containing the new sound n (Ned, Nan, 
nose, nut). 

SONG 
"The Bird's Nest." Songs of the Child World, Book I, Gaynor. 

[32] 



POEMS 
Little Robin Redbreast 

Sat upon a rail, 
Niddle, naddle, went his head, 

Wiggle, waggle, went his tail. 



Little Nancy Etticoat, 
In a white petticoat, 

And a red nose; 
The longer she stands, 

The shorter she grows. 

THIRD STEP 

EYE TRAINING WITH EAR TRAINING 

(Teaching the Letter that Stands for the New Sound) 
Teacher writes the letter n N in the air and on the board. 
Add this new letter n N to the other letters on the board. 

PERCEPTION PHONIC CARD 

Show the class the letter n N on the perception phonic card. Call attention 
to the picture and to the fact that the first sound in the word nest is the same 
sound the little baby calf made when it cried for its mother. 

SEAT WORK 

Give the pupils some letter n's for the seat work letter box. 
Match small n's and the other letters previously taught, from the board. 
With the letter cards build the word at. 

FOURTH STEP 

WRITING 

Teach the pupils to write the letter n. 

Review writing from dictation all letters taught. 

Ex. — Write the letter that stands for the first sound of apple (a), of top 
(t), and of nest (n). 

This reference to the picture leads to independence in reading the new 
sounds through the picture. 

FIFTH STEP (A) 

MAKING NEW WORDS — STORY 

Two little letters, one called a and the other n. You can call them both at 
one time. When you call them, what word do you say? (an). 

Reserve a place upon the blackboard to list the words as fast as they are 
learned. Let them remain for daily review. With the new letter n and the 
letters previously taught, the teacher works out the following words by 
"families." In double letters sound the first letter only. 

at an 

Nat Nan 

tan 
ant 
Ann 
1331 



PERCEPTION WORD CARDS 

Show the class the words an, Nat and Ann on the perception word cards. 
They have already been taught the word at. Let these four words form the 
beginning of a pack of perception word cards for daily review. 

FLYING BIRDS 

(Game for the Quick Recognition of Words and Sounds) 
Give a child the perception phonic card with the a sound. Let him play it 

is a bird, and as it flies away it sings a, a, a, a, a, a, a, a (singing the scale). 

Proceed in the same manner with the t and n cards. 

Play the same game with the perception word "cards at, an, Ann, Nat. 



SUPPLEMENTARY WORK 

STORIES 

'Out of the Nest." More Mother Stories, Maud Lindsay. 
'The Bird's Concert." Half Hundred Stories, Brown. 
'Spring in the Apple Tree." Half Hundred Stories, Brown. 
'Crooked Man's Story." Mother Goose Village, Bigham. 

SONG 

'The Sparrow." Finger Plays, Emilie Poulsson. 

POEM 

Sing a song of sixpence, 

A bag full of rye : 
Four-and-twenty blackbirds 

Baked in a pie ; 
When the pie was opened 

The birds began to sing; 
Was not that a dainty dish 

To set before the King? 

The King was in his counting-house, 

Counting out his money; 
The Queen was in the parlor, 

Eating bread and honey; 
The maid was in the garden 

Hanging out the clothes; 
By came a little bird, 

And snapt off her nrse. 



NATURE STUDY 



Birds in season. 



OCCUPATIONS 

Cutting, drawing, tracing birds, nests, and eggs. 
Model birds, eggs, and nest. 

GAME 

"Hop, Hop, Come Birdies All." Songs and Games for Little Ones, Walker 
and Jenks. 

[34] 



SEVENTH DAY 



Review the drill for Long Vowels, the drill for a-t, the drill for a-n. 
Review from the board all letters previously taught. 

Review the words on the board, the class sounding the letters in concert 
and pronouncing the words. 

Review the perception phonic and word cards previously taught. 

NEW LETTER 

Cm M) 
Present and teach the letter m M and its sound. 

FIRST STEP 

EAR TRAINING — PHONIC STORY 

Nat and Sam were sorry for the little calf when they heard it crying for 
its mother. They were glad to drive the mother cow home from the pasture in 
the evening. When the cow reached the gate, and heard her baby calf crying, 
she threw up her head and said, "m, m, m." 

DRILL 

Let the teacher sound the following words for the pupils to pronounce: 



TEACHER 


PUPILS 


TEACHER 


tupils 


TEACHER 


PUPILS 


ga-m 


game 


1-i-m 


limb 


m-i-t 


mit 


s-a-m 


same 


br-i-m 


brim 


m-ar-k 


mark 


t-a-m 


tame 


f-ar-m 


farm 


m-a-d 


mad 


kr-e-m 


cream 


ch-ar-m 


charm 


m-a-d 


made 


dr-e-m 


dream 


m-a-t 


mat 


m-u-d 


mud 


st-e-m 


steam 


m-a-t 


mate 


m-aw-d 


Maud 


st-e-m 


stem 


m-e-t 


meat 


rp-u-f 


muff 


j-i-m 


Jim 


m-e-t 


met 


m-u-g 


mug 


d-i-m 


dim 


m-i-t 


might 


m-6-p 


mop 



SECOND STEP 



EAR TRAINING DRILL FOR a-Hl 



TEACHER PUPILS 

lamb 1-a-m 

ram r- a-m 



TEACHER PUPILS 

Sam s-a-m 

jam j-a-m 



TEACHER PUPILS 

ham h-a-m 

mam m-a-m 



Ask pupils to suggest words containing the new sound m (Mary, Mack, 
mat, moon, man). 



"The Moon." Songs of the Child World, Book I, Gaynor. 
"The New Moon." First Year Music, Dann. 



[35] 



POEMS 
Little Miss Muffet 
Sat on a tuffet, 

Eating her curds and whey. 
There came a big spider, 
And sat down beside her, 

And frightened Miss Muffet away. 



Mistress Mary, quite contrary, 

How does your garden grow? 
With cockle-shells and silver bells 

And mussels all a-row. 

THIRD STEP 

EYE TRAINING WITH EAR TRAINING 

(Teaching the Letter that Stands for the New Sound Taught) 
Teacher writes the letter m M in the air and on the board. 
Add this new letter m M to the other letters on the board and let them 
remain for daily review. 

PERCEPTION PHONIC CARD 

Show the class the letter m M on the perception phonic card. Call at- 
tention to the picture, and to the fact -that the first sound in the word man is 
the same sound the mother cow made when she saw her baby calf and heard 
it crying. 

SEAT WORK 

Give each child some letter m's for the letter box. 

Match the letters in the box with the letters from the board. 

Build the words from the board (at, an, Nat, tan, Nan, Ann, ant). 

FOURTH STEP 

WRITING 

Teach the pupils to write the letter m. 

Write from dictation all letters previously taught. 

FIFTH STEP (A) 

MAKING NEW WORDS — STORY 

Two little letters, one called a and the other m. You can call them both 
at one time. When you call them, what word do you say? (am). 

FAMILIES 

To the "at family,'* add the new word mat. 
To the "an family," add the new word man. 
To the "am family," add the word mam. 



at 


an 


am 


Nat 


Nan 


mam 


mat 


tan 
Ann 
man 
T36] 





PERCEPTION WORD CARD 

Show the class the word man on the perception word card. 

Add this card to the pack of perception word cards, for daily review. 

CLIMBING THE LADDER 

(Game for the Quick Recognition of Words) 
Draw a ladder on the board. Write a word on each round of the ladder. 

See how many pupils can climb the ladder without missing a word. 

The ladder may be taken down by the pupils erasing the words as they 

are pronounced correctly. 



SUPPLEMENTARY WORK 

STORIES 

"Imgard's Cow." More Mother Stories, Maud Lindsay. 
"The Cow." Stories Children Need, C. S. Bailey. 
"Dan." Mother Goose Village, Bigham. 

SONG 
"Making Butter." Finger Plays, Poulsson. 

poem — "the cow" 
The friendly cow, all red and white, 

I love with all my heart: 
She gives me cream with all her might, 

To eat with apple-tart. 

She wanders lowing here and there. 

And yet she can not stray, 
All in the pleasant open air, 

The pleasant light of .day ; 

And blown by all the winds that pass, 

And wet with all the showers, 
She walks among the meadow grass 

And eats the meadow flowers. 

— Robert Louis Stevenson. 

CONVERSATION 

Cow, calf, milk and butter. 

OCCUPATIONS 
Cutting— Illustrate Little Miss Muffet. Cut Miss Muffet, spider, tuffet, 
bowl, spoon. Arrange on bogus paper with suitable background. 
Construction — Make a barn of stiff paper. 
Model cow and calf with clay. 
Represent a barnyard on the sand-table. 

GAME SONG 

"Muffin Man." First Year Music, Dann. 

[37] 



EIGHTH DAY 



Review the drills for a-t, a-n, and a-m. 
Review from the board all letters previously taught. 

Review the words on the board, the class sounding the letters in concert 
and pronouncing the words. 

Review the perception phonic cards previously taught. 
Review the perception word cards previously taught. 

NEW LETTER 

(r R) 
Present and teach the letter r R and its sound. 



FIRST STEP 

EAR TRAINING — PHONIC STORY 

Don did not like cats. In the barn, hunting rats, were two cats named 
Tab and Tom. Whenever the cats would come near Don he would run at them 
and growl "r, r; r, r." 

DRILL 

Let the teacher sound the following words for the pupils to pronounce: 



TEACHER 

r-e-d 
r-e-d 
r-i-d 
r-6-d 
r-6-d 
r-i-b 
r-6-b 
r-6-b 
r-u-b 



TUFILS 

red 

read 

ride 

rode 

rod 

rib 

rob 

robe 

rub 



TEACHER rUITLS 



r-u-n 


run 


r-a-n 


rain 


r-e-n 


wren 


r-a-g 


rag 


r-u-g 


rug 


r-6-p 


rope 


r-i-p 


ripe 


r-a-p 


rap 


r-i-p 


rip 



TEACHER PUPILS 



r-a-k 


rake 


r-6-k 


rock 


r-a-k 


rack 


r-I-t 


write 


r-6-t 


wrote 


r oo-t 


root 


r-u-f 


rough 


r-oo-f 


roof 


r-o-z 


rose 



TEACHER PUPILS 

row r-6 

rav r-a 



SECOND STEP 

EAR TRAINING — DRILL FOR 1' 
TEACHER PUPILS 

rye r- 1 



TEACHER PUPILS 

ran r-a-n 

ram r-a-m 



rat r-a-t 

Pupils suggest words containing the sound r (Ray, Rose, rat, red, round). 



SONG 



"The Little Shoemaker." Songs of the Child World, Book I, Gaynor. 

[38] 



POEM 

The rain is raining all around; 

It falls on field and tree. 
It falls on the umbrellas here 

And on the ships at sea. 

— R. L. Stevenson. 

THIRD STEP 

EYE TRAINING WITH EAR TRAINING 

(Teaching the Letter that Stands for the New Sound) 

Teacher writes the letter r in the air and on the board. Add the letter r R 
to the other letters on the board, and let them remain for daily review. 

PERCEPTION PHONIC CARD 

Show the class the letter r on the perception phonic card. Call attention to 
the picture and to the fact that the sound Don made when he growled at the 
cats is the same as the first sound of the word rat. 

SEAT WORK 

Give the pupils some letter r's for the seat work letter box. 

Match a's, t's, n's, m's, from the board. 

Build with the letter cards the words on the board. 

FOURTH STEP 

WRITING 

Teach the pupils to write the letter r. 

Review from the board all letters previously taught. 

FIFTH STEP (A) 

MAKING NEW WORDS 

Add to the "at family," the word rat. 
Add to the "an family," the word ran. 
Add to the "am family," the word ram. 

PERCEPTION WORD CARD 

Show the class the word ran on the perception word card. 
Add this card to the word cards already taught. 



GOING TO A PICNIC WORD GAME 



Draw steps on the board. Write words on the steps. If a child can pro- 
nounce the words he may march up the steps to a picnic in the park. 



[39] 



FIFTH STEP (B) 

COMBINING WORDS INTO SENTENCES 

If the teacher thinks best she can now begin writing sentences on the 
board for the pupils to read. Use only the words previously taught. 

Nat ran at Ann. 
Ann ran at Nan. 
Nan ran at an ant. 
An ant ran, ran, ran. 

CIRCUS PARADE — PHONIC GAME 

Teacher — "Children, how many would like to play that you are different 
animals and march with me in a circus parade? If you can give three separate 
sounds in the words I pronounce you may do so." (Teacher pronounces the 
words in the drill for a-t.) 



SUPPLEMENTARY WORK 

STORIES 

'The Dog and His Shadow." Children's Hour, C. S. Bailey. 
'Our Dog at Kindergarten." Half Hundred Stories, Brown. 
'Mother Hubbard's Easter Lily." Mother Goose Village, Bigham. 



Old Mother Hubbard 
Went to the cupboard 

To get her poor dog a bone ; 
But when she came there, 
The cupboard was bare, 

And so the poor dog had none. 



Dogs. 



Cut dogs, cats, rats. 

Draw rats. 

Model dog, cat, and rat. 



NATURE STUDY 



OCCUPATIONS 



SONG GAME 



"Kitty Cat and the Mouse." Songs and Games for Little Ones, Walker 
and Jenks. 



[40] 



NINTH DAY 



Review the drills for a-t, a-n, a-m, and r. 
Review from the board all letters previously taught. 

Review the words on the board, the class sounding the letters in concert 
and pronouncing the words. 

Review the perception phonic cards previously taught. 
Review the perception word cards previously taught. 

NEW LETTER 

(sS) 
Present and teach the letter 5 5 and its sound. 



FIRST STEP 

EAR TRAINING PHONIC STORY 

While Nat and Sam were driving the cow home from the pasture, they saw 
a large snake crawling slowly through the clover. The boys called Don. When 
Don saw the snake he ran at it barking. The snake heard the dog barking and 
threw out its head and hissed "s-s-s." 

DRILL 

Let the teacher sound the following words for the pupils to pronounce: 



TEACHER PUPHS 



f-a-s 


face 


b-a-s 


base 


ch-a-s 


chase 


p-a-s 


pace 


k-a-s 


case 


g-oo-s 


goose 


g-e-s 


geese 



TEACHER 


PUPILS 


h-ou-s 


house 


m-ou-s 


mouse 


m-I-s 


mice 


r-i-s 


rice 


n-I-s 


nice 


s-6-p 


soap 


s-oo-p 


soup 



TEACHER PUPILS 



s-a-k 


sack 


s-i-k 


sick 


s-o-k 


sock 


s-u-k 


suck 


s-oo-n 


soon 


s-u-n 


sun 


s-e-t 


set 



SECOND STEP 

EAR TRAINING DRILL FOR S 

TEACHER PUPILS TEACHER PUPILS 

so s-6 sat s-a-t 

sigh s-i Sam s-a-m 

Pupils suggest words containing the new sound s (Sam, Susie, soap, soon). 

SONG 
"See, Saw." Songs of the Child World, Book I, Gaynor. 



TEACHER TUPILS 

say s-a 

see s- e 



POEMS 
See, saw, Marjory Daw, 

Jack shall have a new master. 
He shall have but a penny a day, 

Because he can't work any faster. 



[41] 



Simple Simon went a-fishing 

For to catch a whale ; 
All the water he had got 

Was in his mother's pail. 

THIRD STEP 

EYE TRAINING WITH EAR TRAINING 

(Teaching the Letter that Stands for the New Sound) 

Teacher writes the letter ^ 5 in the air and on the board. 
Add the letter 5 5 to the other letters on the board and let them remain 
for review. 

PERCEPTION PHONIC CARD 

Show the class the letter s on the perception phonic card. 
Call attention to the picture, and to the fact that the sound that the snake 
made is the same as the first sound of the word saw. 

SEAT WORK 

Give the pupils some letter s's for the seat work letter box. 
Build with the letter cards the words on the board. 

FOURTH STEP 

WRITING 

Teach the pupils to write the letter .?. 
Review all letters previously taught. 

FIFTH STEP (A) 

MAKING NEW WORDS 

Add to the "at family," the word sat. 
Add to the "am family," the word Sam. 

PERCEPTION WORD CARDS 

Show the class the words Sam and sat on the perception word cards. 
Add these words to the word cards previously taught. 

GAME — POTATO RACE 

Place the perception word and phonic cards, previously taught, in the chalk 
tray. Two children race to see which can bring the teacher the greatest number 
of potatoes, by pronouncing the words and sounds correctly. The child reads 
the word, or gives the sound of the letter on the card, as he hands it to the 
teacher. 



[42] 



FIFTH STEP (B) 

SENTENCES 

Let the teacher write sentences on the board for the children to read. Use 
the words already taught. 



SUPPLEMENTARY WORK 

STORY 

"Raggylug." How to Tell Stories to Children, Bryant. 

POEM 

Rabbit, rabbit, rabbit pie ! 
Come, my ladies, come and buy; 
Else your babies, they will cry. 

SONG GAME 

"The Little Rabbit." Dramatic Games and Dances for Little Children, 
Crawford. 

OCCUPATIONS 

Cut mother rabbit and baby rabbit. 
Draw rabbits. ' 
Model rabbits. 

CONVERSATION 
Obedience. 

Note — The teacher may read to the class : 
"Peter Rabbit," Potter. 

"Johnny Chuck Finds the Best Thing in the World." Stories Children 
Need, C\ S. Bailey. 



[43] 



TENTH DAY 



Rapid review of the drills for a-n, a-m, r, and s. 

Review the words on the board, the class sounding the letters in concert 
and pronouncing the words. 

Review from the board all letters previously taught. 

Review the perception phonic and word cards previously taught. 

NEW LETTER 

(hH) 

Present and teach the letter h H and its sound. 

FIRST STEP 

EAR TRAINING PHONIC STORY 

When Nat and Sam heard the snake hissing in the clover, they were fright- 
ened ; and, calling their dog, they ran, ran, ran ! When they reached home they 
were tired, and sat down on the grass to rest. Don lay on the grass panting 
"h-h; h-hP' 

DRILL 

Let the teacher sound the following words for the pupils to pronounce: 



TEACHER 


PUPILS 


TEACHER 


PUPILS 


TEACHER 


PUPILS 


h-6-t 


hot 


h-a-d 


had 


h-o-p 


hope 


h-e-t 


heat 


h-er-d 


heard 


h-i-p 


hip 


h-i-t 


hit 


h-6-m 


home 


h-aw-k 


hawk 


h-I-t 


height 


h- l-m 


him 


h-a-z 


has 


h-er-t 


hurt 


h-u-m 


hum 


h-i-z 


his 


h-e-d 


head 


h-e-n 


hen 


h-6-g 


hog 


h-i-d 


hide 


h-6-p 


hop 


h-u-g 


hug 


hi-d 


hid 


h-e-p 


heap 


h-ou-s 


house 



SECOND STEP 

EAR TRAINING — DRILL FOR h. 
TEACHER PUPILS 

hoe h-6 

who h-oo 

hat h-a-t 



TEACHER PUPILS 



TEACHER PUPILS 

hay h-a 

he h-e 

high h-I 

Pupils suggest words containing the new sound h. (Harry, Hattie, hat) 



ham 


h-a-m 


has 


h-a-z 


had 


h-a-d 



'Frog and Horse." Songs of the Child World, Book I, Gaynor. 

POEMS 

Little Jack Horner sat in the corner, 

Eating his Christmas pie. 
He put in his thumb and pulled out a plum, 

And said, "What a good boy am I !" 

[44] 



Humpty Dumpty sat on the wall; 
Humpty Dumpty had a great fall. 
All the king's horses and all the king's men 
Can not put Humpty Dumpty together again. 

THIRD STEP 

EYE TRAINING WITH EAR TRAINING 

(Teaching the Letter that Stands for the New Sound) 

Teacher writes the letter h in the air and on the board. 

Add the new letter h H to the letters on the board and let them remain for 
daily review. 

PERCEPTION PHONIC CARD 

Show the class the letter h on the perception phonic card. 
Call attention to the picture, and to the fact that the sound Don made when 
he was out of breath is the same as the first sound of the word horse. 

SEAT WORK 

Give the pupils some letter h's for the seat work letter box. 
Build with the letter cards the words on the board. 

FOURTH STEP 

WRITING 

Teach the pupils to write the letter h. 
Review all letters previously taught. 

FIFTH STEP (A) 

MAKING NEW WORDS 

Add to the "at family," the word hat. 
Add to the "am family," the word ham. 

PERCEPTION WORD CARD 

Show the class the word hat on the perception word card. 

FISHING — PROGRESSIVE GAME 

Write the words and letters on the board. See how many children cart 
catch the fish from the pond by pronouncing the words and sounds correctly. 

STRINGING THE FISH 

Draw a vertical line on the board. As the child pronounces the words and 
sounds correctly they are erased and the teacher writes them on the line. Pro- 
ceed in this way until each word and letter has been erased from the pond and 
written on the string. 

COOKING THE FISH 
Draw a large frying-pan on the board. As the words and letters are pro- 
nounced and erased from the string the teacher writes them in the frying-pan 
to be cooked for supper. 

[45] 



FIFTH STEP (B) 

SENTENCES 

Let the teacher write sentences on the board for the children to read. Use 
the words already taught. 



SUPPLEMENTARY WORK 

STORIES 

'The Little Gray Pony." Mother Stories, Maud Lindsay. 
'School Martin's Pie." Mother Goose Village, Bigham. 

SONG 
'Song of Iron." Songs of the Child World, Book I, Gaynor. 

POEMS 

Shoe the pony, 
Shoe the horse, 

Shoe the wild mare; 
Shoe the donkey, 
Shoe the mule, 

But let the colt go bare. 



I had a little pony; 

His name was Dapple Gray; 
I lent him to a lady, 

To ride a mile away. 
She whipped him, she lashed him; 

She rode him through the mire; 
I would not lend my pony now 

For all the lady's hire. 

CONVERSATION 

Kindness to animals. 

OCCUPATIONS 
Cut horse, colt and mule from old magazines, or free-hand. 
Model horse, colt and mule. 

SONG GAMES 

"Little Jack Horner." First Year Music, Dann. 

"The Little Blacksmith." Songs and Games for Little Ones, Walker 
and Jenks. 



[46] 



ELEVENTH DAY 



Review from the board all the letters and words previously taught. 
Review the perception phonic and word cards. 
Review the drills for a-n, a-m, r, s and h. 

NEW LETTER 

(b.B) 

Present and teach the letter b B and its sound. 

FIRST STEP 

I EAR TRAINING — PHONIC STORY 

Nat and Sam were playing down by the brook. They found a big bottle. 
They would fill the bottle with water, and pour it out again. They liked to hear 
the water talk as it came out, saying "b-b-b !" 



Let the teacher sound the following words for the pupils to pronounce: 



TEACHER 


PUPILS 


TEACHER 


PUPILS 


TEACHER 


PUPILS 


b-6-b 


bob 


t-u-b 


tub 


b-ob-t 


boot 


s-6-b 


sob 


k-u-b 


cub 


b-a-k 


back 


k-6-b 


cob 


b-a-b 


babe 


b-a-k 


bake 


w-e-b 


web 


b-i-t 


bite 


b-ar-k 


bark 


b-i-b 


bib 


b-i-t 


bit 


b-ar-n 


barn 


kr-i-b 


crib 


b-e-t 


beat 


b-e-n 


Ben 


kr-a-b 


crab 


b-e-t 


bet 


b-u-n 


bun 


gr-a-b 


grab 


b-u-t 


but 


b-i-n 


bin 



TEACHER PUPILS 

bow b-6 

bee b-e 

by b-l 



SECOND STEP 

EAR TRAINING — DRILL FOR b 
TEACHER PUPILS 

bay b-a 

dab d-a-b 

nab n-a-b 



TEACHER PUPILS 

tab t-a-b 

Rab r-a-b 

cab c-a-b 



Ask pupils to suggest words with the sound b (Ben, Bessie, bed, boat, Bob) 



"Here's a Ball for Baby." Finger Plays, Poulsson. 



[473 



POEMS 



Bye, baby bunting, 
Daddy's gone a-hunting, 
To get a little hare's skin 
To wrap a baby bunting in. 



Hush-a-bye, baby, on the tree-top, 
When the wind blows, the cradle will rock ; 
When the bough bends, the cradle will fall, 
Down will come baby, bough, cradle, and all. 



Little Boy Blue, come blow your horn, 

The sheep's in the meadow, the cow's in the corn. 

Where's the little boy that looks after the sheep? 

He's under the haycock fast asleep. 

Will you wake him? No, not I; 

For if I do, he'll be sure to cry. 



THIRD STEP 

EYE TRAINING WITH EAR TRAINING 

(Teaching the Letter that Stands for the New Sound) 

Write the letter b in the air and on the board. 

Add the new letter b B to the other letters on the board. 

PERCEPTION PHONIC CARD 

Show the class the letter b on the perception phonic card. Call attention 
to the picture, and to the fact that the first sound of the word boy is the same 
sound that the water made when it ran from the bottle. 

SEAT WORK 



Give the pupils some letter b's for the letter box. 
Build with the letter cards the words on the board. 



FOURTH STEP 

WRITING 



Teach the pupils to write the' letter b. 

Pupils write from dictation all letters previously taught. 



[48] 



FIFTH STEP (A) 

MAKING NEW WORDS 

Add the word bat to the "at family." Begin the "ab family." A.dH 

Tab, Rab. 

PERCEPTION WORD CARD 

Add the word Tab to the word cards. 



WASH DAY — PROGRESSIVE GAME 

I 

Draw a clothes-line on the board. Draw squares and oblongs hanging 
from the line. 

Write words in these squares and oblongs. Tell the children that a storm 
is coming up and the clothes must not get wet. The child who can go to the 
board and pronounce the words correctly may take the clothes from the line by 
erasing the words. 

n 

Draw a large clothes-basket on the board. 

As the child erases the word from the clothes-line, the teacher writes it in 
the basket. Continue in this way until all the words have been erased. 

in 
Draw a long horizontal line on the board for an ironing-board. The clothes 
must now be ironed. A child is called to pronounce the words in the basket. 
As the words are pronounced correctly, they are erased by the child, and the 
teacher writes the words on the ironing-board. 

IV 
A child pronounces the words on the ironing-board. As these words are 
pronounced correctly they are erased and supposed to be put away in the trunk. 

FIFTH STEP (B) 

SENTENCES 

Let the teacher write sentences on the board for the children to read. Use 
the words already taught. 



SUPPLEMENTARY WORK 

STORIES 



'How a Little Boy Got a New Shirt." Child's World, Poulsson. 
'Pattie's New Dress." More Mother Stories, Maud Lindsay. 
'Old Woman's Christmas Tree." Mother Goose Village, Bigham. 



[49] 



POEM 

Little Bo-Peep has lost her sheep, 

And can't tell where to find them; 
Leave them alone, and they'll come home, 

And bring their tails behind them. 

Little Bo-Peep fell fast asleep, 

And dreamt she heard them bleating; 
But when she awoke, she found it a joke, 

For they were all still fleeting. 

Then up she took her little crook, 

Determined for to find them; 
She found them, indeed, but it made her heart bleed, 

For they'd left their tails behind 'em ! 

DRAMATIZATION 

Dramatize "Little Bo-Peep," and "Little Boy Blue." 

NATURE STUDY 

Sheep and Wool. 

SONGS 
"The Lambs." Finger Plays, Poulsson. 
"Spinning the Yarn." Songs of the Child World, Book I, Gaynor. 

OCCUPATIONS 

Cut Little Bo-Peep, sheep, crook, Little Boy Blue, horn, haystack, cows, 
sheep, fence. 

Model sheep, crook, horn, cows. 

Represent the story of "Little Boy Blue" on the sand-table. 



[50] 



TWELFTH DAY 



GENERAL REVIEW 
(Stress Individual Work) 

Review from the board all letters previously taught (a, t, n, m, r, s, h, b). 

Review from the board all words previously taught, the class sounding the 
letters in concert and pronouncing the words (at, Nat, mat, sat, rat, hat, bat, 
an, Ann, Nan, tan, man, ran, am, mam, ram, Sam, ham, Tab, Rab). 

Review all perception phonic cards previously taught. 

Review all perception word cards previously taught (at, hat, Nat, sat, 
Nat's, an, Ann, man, ran, Sam, Tab). 

EAR TRAINING 

Let the pupils give all four sounds of each word separately. 



TEACHER 


PUPILS 


TEACHF.P. 


POPILS 


bats 


b-a-t-s 


rats 


r-a-t-s 


cats 


k-a-t-s 


hats 


h-a-t-s 


Nats 


n-a-t-s 


pats 


p a-t-s 


mats 


m-a-t-s 


taps 


t-a-p-s 



Note — Give the words in pairs: bat, bats; rat, rats, etc. 
The purpose is for the children to notice the final s sound and pronounce 
it in the words. 

WRITING 

COMBINING LETTERS INTO WORDS 

Tell the children that now that they have learned to write letters, they may 
write some words. Dictate the words one at a time, the children standing at 
the board, facing the teacher, paying attention, and watching her lips. The 
teacher pronounces the word; the children give its three sounds, then turn to 
the board and write the word. No other word is dictated until every child at 
the board has written the first word correctly. The teacher helps the children 
that do not write the word correctly, by having them sound the parts and noting 
them carefully, and writing the proper letter for each sound. 

Suppose the first word dictated is hat, and a child does not know how to 
write it. Ask him to sound hat. He does so. Ask him, 'What is the first 
sound?" If he does not know, tell him to sound it again, and as soon as hesays 
"h," stop him and say, "That is the first sound; now what is the first sound of 
hat?" As soon as the child can tell you the first sound of hat, have him write 
the letter; he should know that h stands for the h sound. Proceed in the same 
way with the a sound and the t sound. 

The words to be dictated for the pupils to write on the board : hat, bat, 
mat, rat, sat. 

Have each pupil read his list of words, sounding each letter, if necessary. 
This, as has been said before, will probably be difficult for the children. Take 
time and help them do this. When a child reads "h-a-t," and does not rec- 

[51] 



ognize that it makes the word hat, have him repeat it faster and faster; if he 
still does not recognize the word, let the teacher sound the letters, pointing them 
out at the same time. Hearing the teacher's voice will help the child to rec- 
ognize the word. As he reads on, the following words will be less difficult, for 
they all end a-t. 

SEAT WORK 

Let the children build -with letter cards the words already taught. Children 
read the words they build. 

GAME 

The teacher flashes the perception cards (words and letters) before the 
pupils. Each child in turn calls the word, or sound of the letter, flashed. If 
the word, or sound, is given correctly, the card is given the child. When all the 
cards have been given out, the child having the greatest number of cards wins 
the game. 

The child who wins the game is allowed to play teacher and flash the cards. 
The class pronounces in concert. 

SENTENCES 

Let the teacher write sentences on the board for the children to read. Use 
the letters already taught. 



SUPPLEMENTARY WORK 

STORY 

"The Three Bears." How to Tell Stories to Children, S. C. Bryant. The 
New Howell First Reader. 

DRAMATIZATION 

Dramatize "The Three Bears." 

NATURE STUDY 

Bears. 

OCCUPATIONS 

Cut bears, Golden Locks, beds, chairs, table, bowls. Mount the cuttings to 
represent the story. 
Draw the bears. 
Model bears, bowls. 

Make beds, chairs, and table of stiff paper. 
Represent the story on the sand-table. 

GAME SONG 
"The Mulberry Bush." First Year Music, Dann. 

[52] 



THIRTEENTH DAY 



Review drill for words of four sounds. 
Review perception word and phonic cards. 
Rapid review of all letters on the board. 

Review reading from the board all words taught so far, class sounding the 
letters in concert, and pronouncing the words. 

PUPILS ARE GIVEN THE PRIMER 

Tell the class we are going to find letters in our books. Open the Howell 
Primer at page 8. Show the children how to hold the book and to keep the 
place. Ask them to paint out and sound all the letters they know. Speak of 
the pictures. Let them tell you that the first is a top. Ask them to sound top. 
"What is the first sound?" They will reply, "t." "There is t for top," the 
teacher may say. And so with the other letters that the class has studied. 
(Bear in mind that they have not had d, g, o, i.) 

If there is time, and the children are not tired, ask them to find letters that 
they know on the twelfth page. For example, ask them to find a long line of 
t's ; a long line of a's ; find b, s, r, etc. 

Note — The purpose of this exercise is to accustom the children to recog- 
nizing letters in the book; this will be harder for them than recognizing letters 
on the board or on a card, because the letters in the book are smaller, and also 
the large number of letters on a page is confusing to a beginner. 

SEAT WORK 

Build with the letter cards the words already taught. 

Pupils read the words they build. 

Note — If board room is scarce these "families" of words may be written 
on large sheets of tag-board, or stiff paper. One sheet of tag-board is large 
enough for three families of words. Having the words on these large cards 
saves the trouble of writing them each day for review. 

WRITING 

Dictate the four words, bat, rat, hat, mat, for the children to write on the 
board. Let them read the words. Tell them to change bat into bats, etc. 
Teach them to do this by adding <r to each word. Then let each child read the 

words, bats, rats, hats, mats, which he has written. 

SENTENCES 

Let the teacher write sentences on the board for the children to read. Use 
the letters already taught. 



[53] 



STUDYING THE FIRST WORD LISTS 

Read the first column of words in the Primer, page 12. 

Have the child provide himself with a "marker," a piece of tagboard or 
stiff paper about one inch broad and several inches long. It is important to 
train the pupils to use the "marker" to keep the place and study the same thing 
at the same time. When the habit of "keeping the place" is once formed, the 
pupi's get more pleasure from the lesson, and there is less strain on the teacher. 

Let the children place the "marker" under the first word in the list, sound 
the letters in concert and pronounce the word. Move the "marker" to the next 
word and proceed in the same way until all the words in the first column have 
been studied. 

Let the teacher sound the letters with the children. 

Read the words several times. 

Note — Let the pupils take their books home, and study the lessons. Re- 
member, that it is the child's own effort that educates him, and not what the 
teacher does. It makes no difference whether he does this in school or out of 
school. 

BUILDING WORDS AND SENTENCES 

Three pupils stand in a row, widely separated, facing the class. Each child 
holds in front of his chest a perception phonic card with a letter of the word 
that is to be built. The teacher calls the sound of the letter and the children 
■approach each other. When they are close together let some child pronounce 
the word. 

Build sentences in the same way, giving the children the perception word 
cards containing the words for the sentence. Pupils read the sentence. 

GAME 

Draw a brick wall on the board. Write a word in each brick. Send a 
child to the board to "tear down the brick wall." If he can pronounce the word 
he erases it. Continue in this way until the wall is torn down. 



SUPPLEMENTARY WORK 

STORIES 

"Gingerbread Boy." Stories to Tell Children, Bryant. 
"Johnny Cake." Firelight Stories, C. S. Bailey. 

SONG 
"Gingerbread Boy." First Year Music, Dann. 

OCCUPATIONS 

Cut Gingerbread Boy, fox, cow, kettle, pan, bowl. 
Model boy, fox, kettle, pan, bowl. 
Draw kettle, pan, bowl. 

GAME SONG 

"Round and Round the Village." . First Year Music, Dann. 

[54] 



FOURTEENTH DAY 



Review drills for words of four sounds. 

Review all letters on the board. 

Review reading from the board all words previously taught. 

Rapid review of perception phonic and word cards. 

NEW LETTER 

(gG) 
Present and teach the letter g G and its sound. 

FIRST STEP 

EAR TRAINING — PHONIC STORY 
Nat likes to watch his mother dress the baby in her long white dress. (The 
teacher writes g on the board, the upper part of the g representing the head 
of the baby, and the lower part the long dress.) He likes to hear her coo, and 
sing "g-g-g." 

DRILL 



TEACHER 


PUPILS 


TEACHER 


PUPILS 


TEACHER 


PUPILS 


P-l-g 


pig 


m-u-g 


mug 


g-a-t 


gate 


f-i-g 


hg 


h-u-g 


hug 


g-e-t 


get 


b-i-g 


big 


d-6-g 


dog 


g-6-t 


got 


d-i-g 


dig 


h-6-g 


hog 


g-i-v ' 


give 


P-e-g 


peg 


fr-6-g 


fiog 


g-a-v 


gave 


k-e-g 


keg 


g-oo-s 


goose 


g-a-m 


game 


b-e-g 


beg 


g-ee-s 


geese 


g-u-m 


gum 


b-u-g 


bug 


g-a-s 


gas 


g-u-n 


gun 


j-u-g 


jug 


g-u-s 


Gus 


g-a-p 


gap 



SECOND STEP 

EAR TRAINING — DRILL FOR &-g 
TEACHER PUPILS TEACHER PUPILS TEACHER PUPILS 

bag b-a-g nag n-a-g fag f-a-g 

tag t-a-g wag w-a-g sag s-a-g 

rag r-a-g gag g-a-g jag j-a-g 

Give the words in the drill for a-g in pairs: tag, tags; bag, bags. See 
that the child gives four separate sounds. 

Ask pupils to suggest words with the sound g 1 (girl, good, game, bag, 
tag, rag). 

POEM 

The winds they did blow, 

The leaves they did wag, wag; 
Along came a beggar boy, 

And put me in his bag, bag. 

[55] 



SONG 
"Good Morning, Merry Sunshine." First Year Music, Dann. 

THIRD STEP 

EYE TRAINING WITH EAR TRAINING 

(Teaching the Letter that Stands for the New Sound) 

Write the letter g in the air and on the board. 

Add the letter g G to the other letters on the board. 

PERCEPTION PHONIC CARD 

Show the class the letter g on the perception phonic card. Call attention 
to the picture and to the fact that the first sound of the word goat is the same 
.sound the baby made when she cooed and sang. 

SEAT WORK 

Give the pupils some letter g's for the letter box. Build with the letter 
cards the words previously taught. 

Pupils may now begin to build short sentences with the letter cards. 

FOURTH STEP 

WRITING 

Teach the pupils to write the letter g. 

Pupils write from dictation the following words : am, ham, ram ; at, bat, 
rat, hat, mat, sat. 

FIFTH STEP (A) 

MAKING NEW WORDS 

With the new letter g and the letters already taught, the following words 
can be made : bag, tag, rag, nag, gag. Write these words on the board or tag- 
board, building the new "ag family." 

PERCEPTION WORD CARDS 

Add to the perception word cards the words Tag, tag. 

GAMES 

The teacher holds the pack of perception word cards in her hand. 

The teacher says: "Children, we will play that you are standing near the 
roadside and you see some old friends passing by. First, they go by very 
slowly in an ox cart, then in a wagon, in a buggy, and in an automobile." 

Teacher flashes the cards before the children, first very slowly, then faster 
and faster as they change vehicles. Children pronounce the words. 

Play the same game with the phonic cards. 



[56] 



FIFTH STEP (B) 

: SENTENCES 

Let the teacher write sentences on the board for the children to read. Use 
the letters already taught. 

FIFTH STEP (C) 

STUDY IN THE PRIMER 

Read from the Primer, page 12, words already taught. 

Pupils place the "marker" under the first word in the list, sound the letters 
in concert and pronounce the word. 

Move the "marker" to the next word and proceed in the same way until all 
the words have been studied. 

Read the words several times. 



SUPPLEMENTARY WORK 

STORIES 

"Three Billy Goats Gruff." Firelight Stories, C. S. Bailey. 

"Billie's First Visit to the Kindergarten." Half Hundred Stories, Brown. 

DRAMATIZATION 

Dramatize "Three Billy Goats Gruff." 

NATURE STUDY 

Goats. 

OCCUPATIONS 

Cut goats. 
Model goats. 

SONG GAME 
"London Bridge." First Year Music, Dann. 



[57] 



FIFTEENTH DAY 



Review drills for words of four sounds, and the drill for a-g. 
.Rapid review of all letters on the board. 
Rapid review from the board of all words previously taught. 
Rapid review of all perception phonic and word cards- 

NEW LETTER 

(dD) 
Present and teach the letter d D and its sound. 

FIRST STEP 

EAR TRAINING — PHONIC STORY 

Baby Ann has grown up to be a tall girl. She wears her hair long and a 
bow on it like this. (Teacher makes the letter d on the board, the upper part 
of the d representing the bow.) Nat loves to tease. He tried to pull Ann's 
bow off, and she cried, "d-d-d — don't!" 

DRILL 

Let the teacher sound the following words for the pupils to pronounce: 



TEACHER 


PUPILS 


TEACHER 


PUPILS 


TEACHER 


PUPILS 


m-a-d 


made 


k-ar-d 


card 


d-i-n 


dine 


p-a-d 


paid 


y-ar-d 


yard 


d-u-n 


done 


sh-a-d 


shade 


d-o-g 


dog 


d-u-k 


duck 


w-a-d 


wade 


d-i-g 


dig 


d-ar-k 


dark 


f-e-d 


feed 


d-u-g 


dug 


d e-p 


deep 


s-e-d 


seed 


d-i-m 


dime 


d-i-p 


dip 


w-e-d 


weed 


d-i-m 


dim 


d-a-t 


date 


b-e-d 


bed 


d-u-m 


dumb 


d-o-t 


dot 


f-e-d 


fed 


d-e-n 


den 


d-u-v 


dove 


sh-e-d 


shed 


d-i-n 


din 


dT-v 


dive 



SECOND STEP 

EAR TRAINING — DRILL FOR a-d 
TEACHER PUPILS TEACHER PUPILS TEACHER TUPILS 

mad m-a-d sad s-a-d dad d-a-d 

bad b-a-d had h-a-d gad g-a-d 

Pupils suggest words with the new sound d (Dan, Daisy, dog). 

SONG 
"The Dandelion." Songs of the Child World, Book I, Gaynor. 



[58] 



POEMS 
Diddle, diddle, dumpling, my son John 
Went to bed with his stockings on; 
One shoe off, and one shoe on, 
Diddle, diddle, dumpling, my son John. 



Hey ! diddle, diddle, the cat and the fiddle, 

The cow jumped over the moon ; 
The little dog laughed to see such sport, 

And the dish ran away with the spoon. 

THIRD STEP 

EYE TRAINING WITH EAR TRAINING 

(Teaching the Letter that Stands for tne New Sound) 

Write the letter d in the air and on the board. 
Add this new letter to the other letters on the board. 

PERCEPTION PHONIC CARD 

Show the class the letter d on the perception card. Call attention to the 
picture and to the fact that the first sound of the word dog is the same sound 
Ann made when she jumped at Nat and started to say "don't !" 

SEAT WORK 

Give the pupils some letter d's for the seat work letter box. Build with 
letter cards the words previously taught. 

Teacher may select different "families" for the pupils to build, if they do 
not have time to build all the words taught. 

FOURTH STEP 

WRITING 

Teach the pupils to write the letter d. 
Pupils write from dictation the letters previously faught. 
Pupils write from dictation the following words : an, man, ran, tan, am, 
ham, ram, at, bat, hat, mat, sat. 

FIFTH STEP (A) 

MAKING NEW WORDS 

With the new letter d and the letters already taught, the teacher writes the 

following words on the board. (This "ad family" is added to the other words 
for review.) ' 

add dad 

mad Tad 

sad Dan 

bad and 

had 

[59] 



PERCEPTION WORD CARDS 

Add to the pack of perception word cards the following words: sad, 
bad, had. 

GAME 

Draw a large wheel on the board. Write the words and letters on the 
spokes. See how many children can turn the wheel by calling the words and 
sounds correctly. 

• FIFTH STEP (B) 

SENTENCES 

Let the teacher write sentences on the board for the children to read. Use 
the letters already taught. 

FIFTH STEP (C) 

STUDY IN THE PRIMER 

Read from the Primer the words already taught. 

1. Let the children place the "marker" under the first word, sound the 
letters in concert and pronounce the word. Move the "marker" to the next word 
and proceed in the same way until all the words have been studied. 

2. Children sound the letters and pronounce the words in turn. 

3. Children sound the letters and pronounce the words not in turn. 



SUPPLEMENTARY WORK 

STORY 

"Little Red Riding Hood." Fairy Stories and Fables, Baldwin. Howell 
Second Reader. 

DRAMATIZATION 

Dramatize "Little Red Riding Hood." 

OCCUPATIONS 

Cut Red Riding Hood, wolf, grandmother's house, trees, path. Mount on 
paper with suitable background. 

SONG GAME 

"Hey, Diddle, Diddle." Dramatic Games for Children, Crawford. 



[60] 



SIXTEENTH DAY 

Review drills for a-g, a-d. 

Rapid review of all letters on the board. 

Rapid review of all words on the board, or on the tag-board sheets. 

Rapid review of all perception phonic and word cards. 

NEW LETTER 

(o O) 
Present and teach the letter o O and its sound. 

FIRST STEP 

EAR TRAINING PHONIC STORY 

Nat and Ann were blowing soap bubbles on the back porch. Nat blew a 
large bubble with red, green, blue, yellow and purple colors. Ann was de- 
lighted when she saw the beautiful colors. She clapped her hands and cried- 
"6-6-6-6! don't burst, you little rainbow!" 



TEACHER 


PUFILS 


TEACHER 


PUPILS 


TEACHER 


PUPILS 


t-6-p 


top 


p-6-t 


pot 


k-6-g 


cog 


sh-6-p 


shop 


k-6-t 


cot 


j-6-g 


jog 


ch-6-p 


chop 


sh-6-t 


shot 


f-6-g 


fog 


h-6-p 


hop 


sp-6-t 


spot 


fr-6-g 


fiog 


m-6-p 


mop 


sl-6-t 


slot 


fi-6-g 


flog 


p-6-p 


Pop 


tr-6-t 


trot 


k-6-b 


cob 


s-6-p 


sop 


J-o-t 


jot 


j-6-b 


job 


dr-6-p 


drop 


bl-6-t 


blot 


po-d 


pod 


kr-6-p 


crop 


pl-o-t 


plot 


sh-6-d 


shod 



SECOND STEP 

EAR TRAINING DRILL FOR 6 



TEACHER PUPILS TEACHER PIjPILS TEACHER PUPILS 



TEACHER PUPHS 



dot 
rot 
tot 
not 
got 
hot 



d-6-t 
r-6-t 
t-5-t 
n-6-t 
g-5-t 
h-6-t 



Bob 

rob 

mob 

sob 

on 

Don 



b-6-b 

r-6-b 

m-6-b 

s-6-b 

6-n 

d-6-n 



nod 

hod 

sod 

rod 

God 

Tom 



n-6-d hog 

h-6-d dog 

s-6-d bog 

r-6-d boss 



h-6-g 
d-6-g 
b-6-g 
b-6-s 



g-6-d ■ moss m-6-s 



t-6-m 



toss 



t-6-s 



Pupils suggest words with the sound 6. 



"'Hop, Hop, Hop." First Year Music, Dann. 



T61] 



POEMS 

Once I saw a little bird 
Come hop, hop, hop: 

So I cried, "Little bird, 

Will you stop, stop, stop?" 



Hot cross buns, 

Hot cross buns, 

One a penny, two a penny, 

Hot cross buns. 

THIRD STEP 

EYE TRAINING WITH EAR TRAINING 

(Teaching the Letter that Stands for the New Sound) 
Write the letter o O in the air and on the board. 
Add this new letter o O to the other letters on the board for review. 

PERCEPTION PHONIC CARD 

Show the class the letter o O on the perception phonic card. Call attention 
to the picture and to the fact that the first sound of the word ox is the same 
sound that Ann made when the bubble burst. 

FOURTH STEP 

WRITING 
Teach the pupils to write the letter o. 
Pupils write from dictation : tag, had, sad, bad, an, man, ran, hat, sat, at. 

FIFTH STEP (A) 

MAKING NEW WORDS 

With the new vowel o and the nine consonants previously taught, the 
teacher and pupils work out the new words by "families." Follow the same plan 
suggested for working out the new words with the vowel a and the nine con- 
sonants. 

SEAT WORK 

Give the pupils some letter o's for the letter bo*. 

Build with letter cards the words containing the new letter o. Pupils read 
the words they build. 

PERCEPTION WORD CARDS 

Add to the pack pi perception word cards the following words : Don, not, 
got, Bob, on, dog, Tom. 



[62] 



GAME 
Use the perception word and phonic cards in an old-time "Spelling Match." 
The child who stands the longest wins the game. . • 

FIFTH STEP (B) 

SENTENCES 

Let the teacher write sentences on the board for the children to read. Use 
the letters already taught. 

FIFTH STEP (C) 

STUDY IN THE PRIMER 

Read from the Primer the words in the first word lists containing the 
letter o. 

1. Let the children place the "marker" under the first word, sound the 
letters in concert and pronounce the word. Move the "marker" to the next 
word and proceed in this way until all the words have been studied. 

2. Children sound the letters and pronounce the words in turn. 

3. Children sound the letters and pronounce the words not in turn. 

4. Children pronounce the words without sounding the letters. 



SUPPLEMENTARY WORK 

STORIES 

"Little Hero of Holland." Stories Children Need, C. S. Bailey. 
"Simple Simon's Silken Coat." Mother Goose Village, Bigham. 

POEM 

"Boats Sail on the Rivers." Christina Rossetti. 

SONGS 
"Blowing Bubbles." Songs of the Child World, Book I, Gaynor. 
"The Windmill." Songs of the Child World, Book I, Gaynor. 

SONG GAME 

"The Windmill." Songs and Games for Little Ones, Walker and Jenks. 

OCCUPATIONS 

Cut and fold sail boats. Cut and mount windmills. Cut Dutch girls and 
boys, wooden shoes, skates, etc. 

Model row boats, wooden shoes, windmill. 

Draw a rainbow. 

Represent a Dutch farm on the sand-table. Show the row boats and sail 
boats on the canals, and the Dutch children playing by the windmills. 

[63] 



SEVENTEENTH DAY 



Rapid review of all letters on the board. 

Rapid review of all words on the board containing the sound 6. 

Rapid review of all perception word and phonic cards. 

NEW LETTER 

(il) 
Present and teach the letter i I and its sound. 

FIRST STEP 

EAR TRAINING — PHONIC STORY 

When Nat and Ann were tired of blowing soap bubbles they went down in 
the barnyard to see the young pig. Nat had a pail of milk with him. When 
the hungry pig saw Nat coming with the pail he ran to the fence and, poking 
his nose through the crack, cried, "l-i; l-i." 

DRILL 

Drill to distinguish between the a sound and the l sound. 

Let the teacher give the following words in pairs for the pupils to pro- 
nounce, thus: Teacher, "a-t." First pupil, "at." Teacher, "i-t." First pupil, 
"it." Teacher, "k-a-t." Second pupil, "cat." Teacher, "k-i-t." Second pu- 
pil, "kit." 

TEACHER PUPILS TEACHER PUPILS TEACHER PUPILS 

a-t at r-a-p rap p-a-n pan 

l-t it r-i-p rip P-i-n pin 

k-a-t cat ch-a-p chap k-a-n can 

k-i-t kit cli-i-p chip k-i-n kin 

b-a-t bat t-a-p tap b-a-g bag 

b-i-t bit t-i-p tip b-i-g big 

h-a-t hat s-a-p sap s-a-^k sank 

h-I-t hit s-i-p sip s-I-^k sink 

f-a-t fat s-a-k sack th-a-^k thank 

f-i-t fit s-i-k sick th-i-^k think 

SECOND STEP 

EAR TRAINING DRILL FOR 1 



TTACH 


:er pupils 


TEACHER 


PUPILS 


TEACHEK 


PUPILS , 


TEACHER 


PUPILS 


it 


it 


rib 


r-i-b 


its 


1-t-S 


miss 


m-i-s 


sit 


S-l-t 


nib 


n-i-b 


sits 


S-l-t-S 


hiss 


h-i-s 


hit 


h-I-t 


bib 


b-i-b 


hits 


h-i-t-s 


rig 


r-i-g 


in 


I-n 


dim 


d-I-m 


bid 


b-i-d 


big 


b-i-g 


tin 


t-i-n 


him 


h-i-m 


did 


d-i-d 


dig 


d-i-g 


sin 


s-i-n 


rim 


r-i-m 


hid 


h-i-d 


gig 


g-i-g 



Ask pupils to suggest words with the new sound I. 



[64] 



SONGS 

"Pit-a-pat." Songs of the Child' World, Book I, Gaynor. 
"The Pigs." Finger Plays, Poulsson. 

POEMS 

Jack and Jill went up the hill, 
To fetch a pail of water; 

Jack fell down and broke his crown, 
And Jill came tumbling after. 



First go to the ladies, 

Nim, nim, nim. 
Next go to the* gentlemen, 

Trim, trim, trim. 

THIRD STEP 

EYE TRAINING WITH EAR TRAINING 
(Teaching the Letter that Stands for the New Sound) 
Write the letter i I in the air and on the board. 
Add this new letter to the other letters on the board. 

PERCEPTION PHONIC CARD 

Show the class the letter i I on the perception phonic card. Call attention 
to the picture and to the fact that the first sound of the word Indian is the 
same sound the hungry pig made. 

FOURTH STEP 

WRITING 
Teach the pupils to write the letter i. 

Pupils write from dictation the following words: not, got, on, dog. 
Review writing other words. 

FIFTH STEP (A) 

MAKING NEW WORDS 

With the new vowel i and the nine consonants previously taught, the 
teacher and pupils work out the new words by "families." Follow the same 
plan suggested for working out the new words with the vowels a and o and the 
nine consonants. 

SEAT WORK 

Give the pupils some letter i's. 

Build with letter cards the new words containing the letter i. Pupils read 
the words they build. 

PERCEPTION WORD CARDS 

Add to the pack of perception word cards the following words: it, hit, bit, 
hits, sits, in, tin, him, big, did, It. 

[65] 



GAME — PLAYING POSTMASTER 

Place the perception word cards along the chalk tray. Select for the post- 
master a boy who knows all the words. He stands at the board. A child comes 
up and asks, "Is there any mail for me?" The postmaster asks, "What is your 
name?" The child calls some word on the card for his name. If he recognizes 
the word ran he says : "My name is ran." The postmaster hands him the word 
ran and says, "Yes, here is a letter for you." 

When all cards have been claimed, call on each child to read his letter by 
pronouncing the word on his card. 

Play the same game with the perception phonic cards. 

FIFTH STEP (B) 

SENTENCES 

Let the teacher write sentences on the board for the children to read. Use 
the letters already taught. 

FIFTH STEP (C) 

STUDY IN THE PRIMER 

Read from the Primer the words in the first word lists containing the 
letter i. 

1. Children place the "marker" under the first word, sound the letters in 
concert and pronounce the word. Move the "marker" to the" next word and 
proceed in this way until all the words have been studied. 

2. Children sound the letters and pronounce the words in turn. 

3. Children sound the letters and pronounce the words not in turn. 

4. Children pronounce the words without sounding the letters. 



SUPPLEMENTARY WORK 

STORY 

"Jack and Jill's Birthday Party." Mother Goose Village, Bigham. 

DRAMATIZATION 

Dramatize "Jack and Jill." 

SONG 

"Ten Little Indian Boys." First Year Music, Dann. 



CONVERSATION 



Indian Life. 



OCCUPATIONS 

Cut Indians, wigwams, canoes, bows, arrows. 
Draw wigwams, canoes. 

Model canoes. : .< : 

Represent Indian life on the sand-table. . , 



[66] 



EIGHTEENTH DAY 



Rapid review of the perception phonic cards. 

Review the following perception word cards: Tag, tag, Nat, Sam, at, ran, 
him, did, hit, not. (These words compose the first lesson, "Tag.") 

These words will now form the pack of perception word cards for review. 

As each new reading lesson is taught, add the new words in the lesson to 
the pack of perception word cards for daily review. 

Drill to distinguish between the a sound and the e sound. 



TEACHER 


PUPILS 


TEACHER 


PUPILS 


TEACHER 


PUPILS 


m-a-n 


man 


h-a-m 


ham 


b-a-k 


back 


m-e-n 


men 


h-e-m 


hem 


b-e-k 


beck 


p-a-n 


pan 


j-a-m 


jam 


1-a-s 


lass 


p-e-n 


pen 


j-e-m 


gem 


1-e-s 


less 


d-a-n 


Dan 


h-a-d 


had 


m-a-s 


mass 


d-e-n 


den 


h-e-d 


head 


m-e-s 


mess 


t-a-n 


tan 


s-a-d 


sad 


g-a-s 


gas 


t-e-n 


ten 


s-e-d 


said 


g-e-s 


guess 


th-a-n 


than 


1-a-d 


lac 


b-a-nd 


band 


th-e-n 


then 


1-e-d 


led 


b-e-nd 


bend 


rn-a-t 


mat 


sh-a-d 


. shad 


1-a-nd 


land 


rr-e-t 


met 


sh-e-d 


shed 


1-e-nd 


lend 


p-a-t 


pat 


a-d 


add 


s a-nd 


sand 


p-e-t 


pet 


e-d 


Ed 


s-e-nd 


send 


b-a-t 


bat 


b-a-g 


bag 


a-nd 


and 


b-e-t 


bet 


b-e-g 


beg 


e-nd 


end 



FIRST READING LESSON 
TAG 

PREPARATION 

The first reading lesson is about two boys playing tag. Therefore, get the 
children to playing tag at recess. When they come to class, have them tell you 
about their game of tag. In regard to their own game just played, ask, them if 
they tagged any one ; get them to tell you about it. Find out if any child tagged 
some one, and was not tagged back. If so, why did not the other child tag 
him. The child will probably say, "I ran too fast," or, "He couldn't catch me." 
To allow children to tell of things they have done is a good exercise in language ; 
and this sort of questions about their game of tag prepares them for the first 
reading lesson. 

The teacher, by questions about the picture, directs attention to points in 
the story which the children will presently read. Some of these questions the 
children may know the answers to; others they will guess at. The teacher, 
however, is not to tell the answer to any. The purpose of these questions is to 
arouse thought and to stimulate the imagination. 



[67], 



STUDY OF THE PICTURE 
Teacher — "How many persons do you see in the picture?" 
Pupil — "Two." 
Teacher — "Who are they?" 
Pupil — "Two boys." 
Teacher — "What are they doing?" 
Pupil — "Playing tag." 

Teacher— "Do you know who these boys are." 
Pupil — "Nat and Sam." 

Teacher — "Which boy has just tagged the other?" 

(The answer is that Nat has just tagged Sam; we know because Nat is 
running away from Sam.) 

Teacher — "I wonder if Sam tagged Nat." 
(The children do not know.) 
Teacher — "Let's play and find out." 

DRAMATIZATION 

Characters — Two boys, Nat and Sam. 

Quick, active boy for Nat. Slow, stout boy for Sam. 

ACT I 

Sam about three feet in advance of Nat. 

At a given signal from the teacher, the boys run. Nat catches Sam, hits 
him on the shoulder, and says: "Tag, tag. Tag, Sam, tag." 

ACT n 

Nat about three feet in advance of Sam. 

At a given signal from the teacher, the boys run. Nat runs faster than 
Sam. Sam does not hit Nat, and therefore can not tag him. Nat wins the 
game. 

READING LESSON DEVELOPED FROM THE GAME 

The teacher asks the following questions and the pupils' answers are written 
on the board. These sentences are the same as the sentences found in the first 
reading lesson in the Primer. 

Teacher — "What were those boys playing?" 

Pupils — "Tag." 

Teacher — "What was the first thing Nat said in the game?" 

Pupils — "Tag, tag." 

Teacher — "What was the first thing Nat did?" 

Pupils — "Nat ran at Sam." 

Teacher — "What did Nat do when he caught up with Sam?" 

Pupils — "Nat hit him." 

Teacher — "What was the second thing Nat said when he hit Sam?" 

Pupils — "Tag, Sam, tag." 

Teacher — "Did Sam hit Nat?" 

Pupils — "Sam did not hit Nat." 

168] 



Teacher— "Why didn't Sam hit Nat?" 

Pupils — "Nat ran." 

Teacher — "Did Sam tag him?" 

Pupils — "Sam did not tag him." 

Teacher — "What was the second thing Nat said when he hit Sam?" 

Pupils — "Tag, Sam, tag." 

READING THE BOARD LESSON 

The teacher places the pointer under the first sentence and the pupils study 
the sentence silently. When sufficient time has been given for each child to 
read the sentence silently, the teacher calls on some child to read the sentence 
orally. If the child fails to read with expression, the teacher repeats the ques- 
tion asked when the lesson was developed. 

The teacher moves the pointer to the next sentence and proceeds in the 
same way. 

After all the sentences have been read, one child is called on to read the 
whole lesson. If the class is not tired, more than one child may read the whole 
lesson. 

SEAT WORK 

Build with letter cards the words in the lesson "Tag" : Nat, Sam, at, ran, 
him, did, hit, not, tag, Tag. 

WRITING 
Write the words in the lesson "Tag" from dictation. 

STUDY IN THE PRIMER 

Read from the Primer the first word lists. 

1. Let the children pronounce the words in turn. 

2. Let the children pronounce the words not in turn. 

3. The teacher calls on one child to pronounce the words in the first 
column, another to pronounce the words in second column, another for the 
third, and another for the fourth. 



SUPPLEMENTARY WORK 

STORY 

"The Silly Little Brook." Stories Children Need, C. S. Bailey. 

POEM 

"The Runaway Brook." Three Years With Poets, Eliza Follen. 

SONG 
"The River." Songs of the Child World, Book I, Gaynor. 

OCCUPATIONS 
Cut sun, robin, mountain, leaves and brook. 
Draw leaves, brooks, mountain, etc. 
Model robin. 

NATURE STUDY 

Water. 

[69] 



NINETEENTH DAY 



Rapid review of the perception phonic-cards. 
Review the perception word cards studied in the lesson "Tag." 
Review, and add to the perception word cards, the following new words: 
Don, got, had, hat, it, bit, hits, big, Nat's. 

Review the drill to distinguish between the a sound and the e sound. 



FIRST READING LESSON— FIFTH STEP (D) 
TAG 

RECITATION 
I 

The pupils place the "marker" under the sentence and study the sentence 
silently. When time has been allowed for each child to read the sentence si- 
lently, the teacher calls on some child to read the sentence orally. If the child 
fails to read with expression, the teacher repeats the question asked when the 
lesson was developed. 

When the sentence has been read with expression, the pupils move the 
"marker" to the next sentence and study. Proceed in this way until each sen- 
tence has been read. 



One child is called on to read the whole story, with proper expression. 

If the class is not tired, more than one child may read the whole story. In 
this reading, the child should not be interrupted; therefore, the best reader 
should be called on first. 

QUESTIONS 

(After Reading the Story) 
Ask questions again, such as: 
Teacher — "Which boy tagged the other?" 
Pupil — "Nat tagged Sam." 

Teacher — "What did Nat say when he hit Sam?" 
Pupil — "Tag, Sam, tag." 
Teacher — "Did Sam tag Nat?" 
Pupil — "No." 
Teacher — "Why not?" 

Pupil — -"Nat ran too fast." Or, "Sam could not catch him," etc. 
Teacher — "Now, who will tell me the whole story?" 

[70] 







TAG 

Tag. Tag. 
Nat ran at Sam. 
Nat hit him. 
Tag, Sam, tag. 

Sam did not hit Nat a 
Nat ran. 

Sam did not tag him. 
Tag, Sam, tag. 



[71] 



ORAL REPRODUCTION 

Let some child tell the story in his own words, something like this: "Nat 
and Sam were playing tag. Nat hit Sam. He said, 'Tag, Sam, tag.' Sam 
didn't tag Nat, because Nat ran too fast. Sam couldn't catch him." 

REVIEWS 

Next day this story is read in review; and for two or three days following. 
In review let different pupils read, each one sentence at the time, but each sen- 
tence must be read with expression before the next child is called on. See to it 
that each child has a different sentence from what he had in the previous day's 
reading. Let some child read the whole story without interruption ; this should 
be done by one that did not do this on the first reading. 

The purpose of these instructions is for the slower children to benefit by 
the work of the quicker children. Therefore, let the quicker children be the 
first to read the entire story; but the slower children must not be neglected; 
they must be given a chance, too, and encouraged to read with confidence. 
They will do this more readily after hearing the other children read the story 
two or three times, and thus becoming familiar with it. 

Also let the pupils review the first word lists. By this time they should be 
able to pronounce all the words in these lists without sounding the letters. 

However, if there are pupils who can not pronounce the words do not let 
them guess at the words, but sound the letters and pronounce the words. 

SEAT WORK 

Build the lesson "Tag" with the seat work word cards. 
Build the new words in the lesson "Don" with the seat work letter cards: 
Don, got, had, hat, Nat's, hits, big, bit, it. 

WRITING 
Write from dictation the new words in the lesson, "Don." 

BOARD READING LESSON 

Let the teacher write sentences on the board for the children to read. 

Note — Encourage the children to read the stories at home to father and 
mother, and others; the oftener they read the stories, the better for the pupils, 
provided they are not forced to read after they become tired. Ask the children 
to tell you to whom they have read the story, showing particular pleasure if it 
has been read to some visitor at home, grandmother, aunt, or friend of the 
family, etc. Such questions and approbation will stimulate children to read 
out of 'school. 



[72] 



SUPPLEMENTARY WORK - 

STORIES 

"Cinderella," Fairy Tales and Fables, Baldwin; Story Book, Jane L. Hoxie; 
Howell Second Reader. 

"The Elves and the Shoemaker," Heart of Oak, III, Norton; New Howell 
First Reader. 

DRAMATIZATION 

Dramatize "The Elves and the Shoemaker." 

SONGS 

"The Little Shoemaker." Songs of the Child World, Book I, Gaynor. 
"The Cobbler." First Year Music, Dann. 

OCCUPATIONS 

Free-hand cutting of things mentioned in the story of "The Shoemaka 
and the Elves." ; 



[73] 



TWENTIETH DAY 



Rapid review of all perception phonic cards. 

Review the following word cards: Tag, tag, ran, at, Sam, Nat, hit, him, 
did, not, Don, had, Nat's, big, hat, bit, got, it, hits. 

EAR TRAINING 

Drill to distinguish between the l sound and the e sound: 



TEACHER 


PUPILS 


TEACHER 


PUPILS 


TEACHER 


PUITLS 


p-i-n 


pin 


b-i-t 


bit 


W-l-1 


will 


pe-n 


pen 


b-e-t 


bet 


w-e-1 


well 


t-i-n 


tin 


p-i-t 


pit 


b-i-1 


bill 


t-e-n 


ten 


p-e-t 


pet 


b-e-1 


bell 


d-i-n 


din 


s-i-t 


sit 


f-i-1 


fill 


d-e-n 


den 


s-e-t 


set 


f-e-1 


fell 


m-i-n 


Min 


n-i-t 


knit 


s-i-1 


sih 


m-e-n 


men 


n-e-t 


net 


s-e-1 


sell 


b-i-n 


bin 


m-i-t 


mitt 


sp-i-1 


spill 


b-e-n 


Ben 


m-e-t 


met 


sp-e-1 


spell 


p-i-g 


pig 


1-i-t 


lit 


t-i-1 


till 


p-e-g 


Peg 


1-e-t 


let 


t-e-1 


tell 


b-i-g 


big 


b-i-d 


bid 


n-i-k 


nick 


b-e-g 


beg 


b-e-d 


bed 


n-e-k 


neck 



SECOND READING LESSON 
DON 

PREPARATION 

The second reading lesson is about the same two boys as were in the first 
lesson, playing tag with a dog named Don. Prepare for this lesson before they 
get to it, by asking the children if they have ever played tag with a dog. If 
any child has done so, let him tell about it. If no child has done this, ask the 
class how a child could play tag with a dog. Let any children that wish to do 
so give suggestions. In case no child describes such a game as the two boys are 
playing, the teacher should tell how some boys play tag with a dog by hitting 
the dog with their hats. In this game the dog does not tag the boys ; he tries to 
get their hats away from them. 

In similar manner prepare in advance for every reading lesson. 

STUDY OF THE PICTURE 

Ask similar questions to those in the previous lesson. Bring out the fact 
that here are the same two boys; identify them by the sailor suit and cap (Sam), 
and the belt and the hat (Nat). 



[74] 



Call attention to the dog. "Do you know his name?" 

Teacher — "What kind of dog is Don?" 

The answers will vary according to each child's knowledge and opinion of 
dogs: a big dog, a little dog, a good dog, a bad dog. Some child may even try 
to give Don's breed, but the teacher should not raise this question. Do not, 
however, allow the children to call him a terrier, fice, hound, poodle, or any 
other breed that Don manifestly is not. 

Settle the question whether Don is a big dog or a little dog by having the 
children compare the size of the dog and of the boys. 

Teacher — "Is Don as big as the boys?" 

Having settled Don's size, take up the question whether he is a good dog 
or a bad dog. Ask some child who has told of a dog like Don, whether that 
dog is good or bad. Ask about Don in the picture: what is he doing? Some 
timid children may think he is trying to bite Nat; others may recognize \h.e 
fact that he is playing with the boys, particularly if the teacher previously ha&, 
talked to the class about playing tag with a dog. Ask the child who thinks 
Don is trying to bite Nat, if Nat looks frightened; is he running away from 
the dog? What is Sam doing? Why is Nat holding his hat so high? What 
is Don trying to do? Look at Nat's hat. What has happened to it? Call 
attention to the piece gone from the rim; but do not tell that the dog bit it out. 

DRAMATIZATION 

Characters — Two boys and a dog. Nat, Sam, Don. 

A quick, active boy for Nat. A slow, stout boy for Sam. A small boy 
for Don. 

ACT I 

Nat and Sam playing tag with the dog. Don gets Nat's hat and runs off 
with it. Nat runs after Don, takes the hat from him and finds a hole in it. 



Don tries to get the hat again, but Nat holds it too high for him to reach. 
While Don is trying to get the hat, Sam runs up behind Don, hits him with his 
cap and says : "Tag, Don, tag." 

READING LESSON DEVELOPED FROM THE GAME 

The teacher asks the following questions, and the pupils' answers are 
written on the board. These sentences are the same as the sentences found in 
the second reading lesson in the Primer. 

Teacher — "What is the name of the dog in the game?" 

Pupils — "Don." 



[75] 



Teacher — "What did Sam say when he hit Don with his cap?" 

Pupils — "Tag, Don, tag." 

Teacher — "What does Sam do when he tags Don?" 

Pupils — "Sam hits Don.'' 

Teacher — "What was it that Don had when Nat ran after him?" 

Pupils — "Don had Nat's big hat." 

Teacher — "What did Don do when Nat tried to get his hat?" 

Pupils — "Don ran." 

Teacher — "What did Nat do?" 

Pupils — "Nat ran at Don." 

Teacher — "What did Don do to Nat's hat?" 

Pupils — "Don bit Nat's hat." 

Teacher — "Did Nat get it away from Don?" 

Pupils — "Nat got it." 

Teacher — "What does Sam do when Don tries to get Nat's hat again?" 

Pupils — "Sam hits Don." 

READING THE BOARD LESSON 

The teacher places the pointer underneath the sentence and requires the 
pupils to study the sentence silently. When sufficient time has been given for 
each child to read the sentence silently, the teache? calls on some child to read 
the sentence orally. If the child fails to read with expression, the teacher 
repeats the question asked when the lesson was developed. 

The teacher moves the pointer to the next sentence and proceeds in the 
same way. 

After all the sentences have been read, one child is called on to read the 
whole lesson. If the class is not tired, more than one child may read the whole 
lesson. 

SEAT WORK 

Build with letter cards the new words in the lesson "Don" : Don, hits, 
had, hat, Nat's, big, bit, got, it. 

WRITING 

Write from dictation the new words in the lesson "Don." 

REVIEWS 

Read the lesson "Tag." Read the words in the first word lists. 

BUILDING SENTENCES 

Place the perception word cards along the chalk tray (Tag,' tag, Nat, Sam, 
at, ran, hit, him, did, not, Don, hits, had, hat, bit, Nat's, got, it, big). 

The teacher calls on a child to find the word Tag and pass to the other 
side of the room. Another child finds Don 'and takes his place to the left of 
the first child. Another child finds the word tag and takes his place to the left 
of the second child. These words held in front of the children will form the 
first sentence in the lesson "Don." Build as many sentences as time permits 
Let the pupils read the sentences. 

[76] 



SUPPLEMENTARY WORK 

STORY 

'The Pied Piper." How to Tell Stories, S. C. Bryant. 



When I was a little boy 

I lived by myself; 
And all the bread and cheese I got 

I put upon the shelf. 

The rats and the mice 

They made such a strife, 

I had to go to London town 
To buy me a wife. 

The streets were so broad, 

And the lanes were so narrow, 

I had to bring my wife home 
In a wheelbarrow. 

The wheelbarrow broke, 
And my wife had a fall, 

Down came wheelbarrow, 
Wife and all. 



SONG 
"The Mice." Finger Plays, Poulsson. 

FINGER PLAYS 



"The Little Mice Are Creeping." Songs and Games for Little Ones, 
Walker and Jenks. 



OCCUPATIONS 



Cut little rats, big rats, children, Pied Piper, horn, mountain, river. Mount 
on card to represent story. 
Model rats. 



Dramatize Pied Piper. 



Truth and honesty. 



DRAMATIZATION 



CONVERSATION 



[77] 



TWENTY-FIRST DAY 

Rapid review of the perception phonic cards. 

Review the perception word cards. 

Drill to distinguish between the 1 sound and the e sound. 

SECOND READING LESSON— FIFTH STEP (D) 
BON 

RECITATION 



The pupils place the "marker" underneath the sentence, and all study the 
sentence silently. When sufficient time has been given for each child to study 
the sentence silently, the teacher calls on some child to read the sentence orally. 
If the child fails to read with expression, the teacher repeats the question asked 
when the lesson was developed. 

When the sentence has been read with expression, the pupils move the 
"marker" to the next sentence and study. Proceed in this way until each sen- 
tence has been read. 

II 

One child is called on to read the whole story, with proper expression. If 
the class is not tired, more than one child may read the whole story. In this 
reading the child should not be interrupted; therefore, the best reader should be 
called on first. 

QUESTIONS 

(After Reading the Story) 

Teacher — "Now, can you tell me what the boys are doing?" 
Pupil — "Playing tag with Don." 

Teacher — "Which boy is tagging Don in the picture?" 
Pupil — "Sam." 

Teacher — "What is he hitting the dog with?" 
Pupil — "With his cap." 
Teacher — "What is Don doing?" 
Pupil — "Trying to get Nat's hat." 

Teacher — "Do you know now how Nat's hat was torn?" 
Pupil — "Don bit it." 

Teacher — "How did Don happen to get Nat's hat?" 

Pupii — "Nat was playing tag with him, and Don caught his hat in his 
mouth." 

Teacher — "What did Don do when he got Nat's hat?" 

Pupil — "He ran away." 

Teacher — "What did Nat do then?" 

Pupil — "He ran after Don and got his hat back." 



[78] 




^^UAy^' 



DON 

Tag, Don, tag. 

Sam hits Don. 

Don had Nat's big hat. 

Don ran. 

Nat ran at Don. 

Don bit Nat's hat. 
Nat got it. 
Sam hits Don. 



[79] 



ORAL REPRODUCTION 

Then let one or more children tell the whole story in his own words, some- 
thing like this: "Nat and Sam were playing tag with Don. Don got Nat's hat 
and ran off with it. Nat ran after Don and got his hat away from him. Don 
bit a piece out of Nat's hat. Don is trying to get Nat's hat again. But Nat 
holds it up high. Sam is behind Don. He hits Don with his cap, and says, 
'Tag, Don, tag.' " 

SEAT WORK 

Build the lesson "Don" with the seat work word cards. 

WRITING 

Write from dictation the following words : hit, him, did, hits, big, bit, it, 
not, got. 

REVIEWS 

Review reading the lesson "Tag." 
Review the words in the first word list. 

GAME 

Building sentences with the word cards. (See page 76.) 

BOARD READING LESSON 

Let the teacher write sentences on the board for the childrn to read. 



SUPPLEMENTARY WORK 

STORIES 

"Dog in the Manger." ^Esop's Fables. 

"The Open Gate." Mother Stories, Maud Lindsay. 

"Hans and His Dog." More Mother Stories, Lindsay. 

POEM 

"Doggie's Tricks." Mary Mapes Dodge, Rhymes and Jingles. 

DRAMATIZATION 

Dramatize "Dog in the Manger." 

CONVERSATION 

Selfishness. 

OCCUPATIONS 

Cut characters in the lesson : Nat, Sam, Don, cap, hat. 
Arrange to represent lesson picture. 
Model dog, hat, cap. 



[80] 



TWENTY-SECOND DAY 



Rapid review of the perception phonic cards. 
Review the perception word cards. ' 

Add to the pack of perception word cards the new words in the lesson, 
"Ann's Rabbit" : Ann's, rabbit, Bob, Dot, is, has, tin, It, as, dog, His. 

ANN'S RABBIT 
PREPARING THE WORD LIST 

EAR TRAINING 

Let the teacher sound for the pupils to pronounce all the words ending 
in s. In each case give s the z sound. 

Pronounce these same words to the pupils for them to sound. 

Tell the pupils that at the end of words ^ often has the sound of z. (Do 
not use the name of the letter z: only give that sound.) 

The use of a, as article ; 
the z sound of s, as in tags. 

The name of this article is a and the children should be so taught. But 
when we speak in sentences, this word does not receive its full sound; it is 
commonly shortened, unless we 'wish to emphasize it. In order to secure a 
natural pronunciation of this article, it is joined always in this word list to 
some noun: teach the children to pronounce the article and the noun together 
in a natural way; and to read naturally the phrases, "a tin rabbit," "a bad 
dog," etc. 

Final s in all these words has the sound of z; and the children should be 
so taught. As a matter of fact, however, no harm will be done if children in 
sounding these words give the s sound. They will nevertheless pronounce cor- 
rectly the words as wholes, because of the difficulty in- pronouncing the s sound 
in such words as tags, rags, etc. Therefore, the teacher need not waste time 
correcting the s sound here when the children sound the words, provided they 
pronounce the word correctly. 

BOARD LESSON 

Let the teacher write these words and phrases on the board for the pupils 
to read. 

1. The pupils sound the letters in concert and pronounce the words end- 
ing in s. 

2. Pupils pronounce the words in turn. If they hesitate, let them sound 
the letters in the word. 

3. One pupil may pronounce all the words. 

4. Pupils read the phrases in turn. 

5. One pupil may read all the phrases. 

[81] 




Ann a tin rabbit Dot 



a as article 

a bag 
a rag 
a tag 
a ram 
a ham 
a hog 



bags 

rags 

tags 

rams 

hams 

hogs 

a big dog 
a bad dog 
a rabbit 
a big rabbit 
a tin rabbit 



as 

has 

is 

his 

Ann's 

Sam's 



[82] 



SEAT WORK . 

Build with letter cards the new words in the lesson : Ann's, rabbit, Bob, 
Dot, is, has, tin, it, as, dog, His. 
Pupils read these words. 

WRITING 

Write from dictation the following words: His, is, as, has. 

Note — Children should not be put to writing on paper too soon. Their 
muscles should be first trained, by writing in the air and on the board, to make 
the correct forms and in the correct manner (that is, beginning at the right place 
and moving in the right direction). Some children can begin writing on paper 
sooner than others; and some teachers following this manual may have already 
put their pupils to writing on paper. We would only caution teachers not to 
do this until the children can make fairly correct forms, and with the correct 
movement. But from now on, writing on paper may form a part of the daily 
program. (See the chapter on Writing in this manual.) 

STUDY IN THE PRIMER 

1. Pupils place the "marker" under the words, sound the letters in concert 
and pronounce the words. 

2. Pupils place the "marker" under the words and pronounce the words 
in turn. 

3. Pupils place the "marker" under the phrases and study them silently. 
The teacher calls on some child to read the phrase orally. 

4. One child is called on to read all the words. 

5. One child is called on to read all the phrases. 



Read the lessons "Tag" and "Don" in review. 
Read the first word lists. 

GAME — A PARTY 

Write the new words in the lesson "Ann's Rabbit" on the board. 
Play that these words are strangers attending a party. Let some child 
introduce the strangers by pointing to the words and pronouncing them. 

BUILDING PHRASES 

Build the phrases in the above lesson according to directions for building 
sentences on page 76. 

BOARD READING LESSON 

Let the teacher write sentences on the board for the children to read. 



[83] 



SUPPLEMENTARY WORK 



'The Wind's Work." Mother Stories, Lindsay. 
"How the Wind Fixed Matters." Half Hundred Stories, Brown. 
"How the Pigs See the Wind." Firelight Stories, Bailey. 
'The Wind and the Sun." Stories to Tell Children, Bryant. 

SONG 

'The Wind." Songs of the Child World, Book I, Gaynor. 

poem — "the wind" 

I saw you toss the kites on high 
And blow the birds about the sky; 
And all around I heard you pass, 
Like ladies' skirts across the grass — 
O wind, a-blowing all day long, 
O wind, that sings so loud a song ! 

I saw the different things you did, 

But always you yourself you hid ; 

I felt you push, I heard you call, 

I could not see yourself at all — 
O wind, a-blowing all day long, 
O wind, that sings so loud a song! 

O you that are so strong and cold; 

O blower, are you young or old? 

Are you a beast of field and tree. 

Or just a stronger child than me? 
O wind, a-blowing all day long, 
O wind, that sings so loud a song ! 

— R. L. Stevenson. 



NATURE STUDY 



Wind. 



OCCUPATIONS 

Cut kites. Draw kites. 



[84] 



TWENTY-THIRD DAY 



Review the perception phonic cards. 

Review the perception word cards. 

Review some of the difficult ear training drills. 

THIRD READING LESSON 

ANN'S RABBIT 

PREPARATION — STUDY OF THE PICTURE 

Ask similar questions to those in the first story. 

Teacher — "How many persons in this picture?" 
Pupil — "Three; two girls and a boy." 

(The teacher will probably have to ask more than one question to get this 
answer. Remember that these questions are merely suggestive, to show the 
points that ought to be brought out in the study of the pictures.) 

Teacher — "Do you know the names of these girls?" 

(Refer to their pictures; note that Ann's hair is longer than Dot's.) 

Teacher — "What is each girl doing?" 

Teacher — "What sort of rabbit has Dot?" 

Pupil — "A toy rabbit." 

Teacher — "Yes. Who can tell what kind of rabbit that is?" 

Ask the class if any of them has a tin rabbit or some other toy made of 
tin. Let them tell about it; is it on wheels? etc. 

Ask about the boy in the picture. What is he doing? (This question is to 
get its final answer when the class reads the story. Some child may guess it 
from the picture; but the question is to remain undecided until the answer is 
read in the story.) 

Ask about the dog; it looks like Don. "Do you children think it is Don 
or not?" Let them compare this picture with the other pictures of Don. Let 
this question remain undecided until they read the answer in the story. 

Ask about the comparative sizes of the tin rabbit, the live rabbit, and the 
dog. Would you call the live rabbit a big rabbit or a little rabbit? (He's a 
big rabbit.) Is he as big as the dog? (No, the rabbit is not as big as the dog.) 
Which child does the big rabbit belong to? (The children will probably guess 
Ann, because she is holding the rabbit. Let the book answer the question.) 

Ask, "What is the story about?" Let the children tell. 



[85] 



DRAMATIZATION 

Characters — Two girls, a boy, dog, big rabbit, and a tin rabbit. 
A large girl for Ann. A small girl for Dot. 
A large boy for Nat, and a small boy for Don. 
The smallest child in the room for Bob. 
Let a pupil bring a toy rabbit. • 



A corner of the room for the yard. Let the children select the characters, 
md suggest the pose for the lesson picture. 



THIRD READING LESSON— FIFTH STEP (D) 
ANN'S RABBIT 

RECITATION 



The pupils place the "marker" underneath the sentence, and all study the 
sentence silently. When sufficient time has been given for each child to read 
the sentence silently, the teacher calls on some child to read the sentence orally. 
If the child fails to read with expression, the teacher repeats the question asked 
when the lesson was developed. 

When the sentence has been read with expression, the pupils move the 
"marker" to the next sentence and study. Proceed in this way until each sen- 
tence has been read. 



One child is called on to read the whole story, with proper expression. If 
the class is not tired, more than one child may read the whole story. In this 
reading the child should not be interrupted; therefore, the best reader should 
be called on first. 

QUESTIONS 

(After Reading the Story) 

Repeat some of the questions asked before it was read; the children should 
know the answers now. 

Why is Ann holding her rabbit? What is the rabbit's name? (Let the 
children tell of any pet rabbits they may know, and their names.) 

Who is the boy in the picture? What is he doing? Why? 



[86] 




ANN'S RABBIT 

Bob is Ann's rabbit. 
Bob is a big rabbit. 
Dot has a tin rabbit. 
It is not as big as Bob. 

Don is Nat's dog. 
His dog ran at Bob. 
Bob ran, ran, ran 
Ann got Bob. 
Nat hit Don. 



[87] 



ORAL REPRODUCTION 

Let some child tell the whole story in his own words. 

SEAT WORK 

Build the lesson, "Ann's Rabbit," with the seat work word cards. 

WRITING 
Write the words from dictation : is, his, His, as, has. 

REVIEWS 

Read the lessons "Tag" and "Don." 

GAME THE HUNT 

Place the perception word cards in the chalk tray. 

Play the words are rabbits. A child is given the pointer for a gun. The 
game is to see how many rabbits he can shoot by pronouncing the words on 
the cards. 

BOARD READING LESSON 

Let the teacher write sentences on the board for the children to read. 



SUPPLEMENTARY WORK 



"How Brother Rabbit Fooled the Whale and Elephant." Stories to Tell 
Children, Bryant. 

"Little Girl With Light." Mother Stories, Lindsay. 
"Tar Baby." Howell Second Reader. 

SONG 
"Bunny Rabbit." Songs and Games for Little Ones, Walker and Jenks. 

GAMES 

"Guessing Game." Songs of the Child World, Gaynor. 

"Hare in the Hollow." Songs and Games for Little Ones, Walker 
and Jenks. 

NATURE STUDY 

Rabbits. 

OCCUPATIONS 

Cut rabbits, fox, tar baby. 



[88] 



NOTE TO THE TEACHERS 

About this time a class naturally divides itself. 

Form an "A Section" of the quick, bright pupils. 

Form a "B Section" of the slower pupils. 

Let the A Section go ahead with the work. 

Turn the B Section back and review carefully from the first. 

It may be necessary to review some of the Word Games in the manual if 
the pupils do not analyze words readily. 

Emphasize the individual work in the second step in ear training, and re- 
view the drill for Long Vowels until the pupils can give two separate sounds in 
the words. Then stress the drills for a-t, a-n, and a-m. 

Review the twelve perception phonic cards, with the picture covered, all the 
class paying attention as each child gives the sounds. Let the pupils in the 
B Section pay attention to all review work given the A Section, and to all prep- 
aration of word lists and reading lessons. In this way some of the slow pupils 
will soon master the first steps and catch up with the A Section. 

When the A Section reaches the lesson, "Beck's Kid," give a general review 
again. Let the B Section take this review; and many of the pupils in that sec- 
tion will be able to go ahead with the A Section. 



I89| 



THE WORD LISTS AND HOW TO USE THEM 



ELEMENTS 

Every word list is a drill in some new spelling element or in some new 
blend. A new spelling element is not necessarily a new phonic element. For 
example, the letter c, introduced on page 22, is a new spelling element, and it 
also represents a new phonic element; for this is the first time that the k sound 
is used in the book. But the letter k, introduced on page 34, though a new 
spelling element, represents the same sound as the c already taught; and it, 
therefore, does not introduce a new phonic element. 

• BLENDS 

A blend is a combination of two consonant sounds, as nd in pond, fond, 
etc. Such words in the Howell Primer contain no new phonic elements and 
no new letters, and can be pronounced by the children themselves without help; 
such lists are given only for the sake of drill. 

HOW THE WORDS SHOULD BE SOUNDED 

The question has often been asked : Shculd the children in reading the word 
lists utter separately each sound in a word of three letters, or should they 
separate only the first sound? For .example, in reading the first line, page 12. 
should the child say b-a-t, bat; r-a-t, rat, etc., or should he say b-at, bat; r-at, 
rat, etc.? The answer is: It makes no great difference; except that at first, 
when the child is learning the sounds of the letters, it is best for him to give 
the sound of each separately. But when the child discovers for himself that 
at stands for at, and he wishes to sound b-at, bat, etc., let him do so. 

Right here is an easy place for a conscientious teacher to become a slave to 
a good method; in which case, of course, the method becomes bad. Remember 
that the purpose of these word lists is for the children to read words; the phonic 
drills and the sounding of separate elements is to give children this power; the 
drills and the sounding are not ends in themselves. Let the children read the 
tvords in the quickest way they can; and if they can call a word at sight, with- 
out sounding the elements, by all means let them do so: this is the end we are 
aiming at. Nevertheless, we have seen teachers make children sound each letter 
in a word after they have correctly pronounced the word. This is one way of 
wasting time and of holding children back. The best method to begin with is 
not necessarily the best method to continue with indefinitely. 

The aim, then, of the teacher is to enable the child to call words at sight; 
but remember, also, that this is the end and not the beginning of his word lists. 
And whenever a child calls a word wrong, no matter how far advanced he is, 
make him sound each element, and thus correct his own mistake. 

HOW TO USE THE PICTURES WITH THE WORD LISTS 

The small pictures on the pages with the word lists are primarily to help 
the child associate a letter (or a combination of letters) with a certain sound. 

[90] 



Thus, the pictures, on page .12, of a bat, a rat, a hat, with these words under 
them, are to help the child remember the short sound of a. 

KEY-WORDS 

Always have the children read the words under the small pictures; each 
one contains a new element or a new blend; call attention to this. These words 
under the small pictures are key-words; they help the child to read the word 
lists. If he is taught, "ng, ng 1 , as in ring" ; "sh, sh, as in sheep" ; "ee, e, as in 
sheep," etc., it will help the child to remember these combinations. 

Some of these small pictures children may draw on paper for seat work, 
after 'they have learned how to use a pencil. 

THE PURPOSE OF THE WORD LISTS 

The purpose of the word lists is to furnish drill in the calling of words, for 
practice in the use of the reading elements: that is all. Do not try to make 
language exercises of them; the reading lessons afford abundant material for 
language training. The word lists, however, extend an irresistible invitation to 
some teachers to waste time. We have seen teachers pause after every word and 
make the child try to define it or to use it in a sentence. But we insist that the 
word lists are not the place for this kind of exercise; these lists should be read 
as quickly as possible. Most of the words in the Howell Primer are familiar to 
every child. When you come to a word in the lists that you think your pupils 
may not know, you may ask them, if you think any one can tell you its meaning. 
But even then, do not let the children puzzle over it and guess : tell them at 
once what the word means, and go on to the next word. 



[91] 



HOW TO TEACH THE WORD LISTS 



PREPARATION 



FIRST STEP 

EAR TRAINING ONLY 

The teacher gives separately the sound in the words in the list, and the 
pupils pronounce the words. 

Example: Teacher, "B-e-n"; Pupils, "Ben." 

SECOND STEP 

EAR TRAINING ONLY 

The teacher pronounces the words in the list, and the pupils give the 
separate sounds. 

Example : Teacher, "Ben" ; Pupils, "B-e-n." 

Note — All this must be done with books closed and pupils answering in 
concert. Make the lesson snappy and attractive. 

The purpose of these drills is to bring the new element prominently into 
the child's mind. 

THIRD STEP 

EYE TRAINING WITH EAR TRAINING 

1. The teacher writes the letter that stands for the new sound on the 
board. 

2. Show the class the new letter on the perception phonic card, calling 
attention to the picture. 

3. Pupils read the letter in the Primer: 

(a) Read the letter in the oblong to the right of the picture. 

(b) Read the letter in the key-words. 

(c) Read the letter in the words in the word list. 

(d) Give the pupils the new letter on the seat work letter cards. 

Note — Bear in mind that "reading a letter" in this manual means calling 
the sound and not the name. 

FOURTH STEP 

MUSCULAR TRAINING WITH EAR AND EYE TRAINING 

Teach the pupils to write the letter, or letters, that stand for the sound 
taught. 



[92] 



FIFTH STEP (C) 

EYE TRAINING WITH EAR TRAINING 

(Studying the Words in the Word List) 

Let the children place the "marker" under the first word, sound the letters 
in concert and pronounce the word. Proceed in the same way until all the 
words have been studied. 

WORD LISTS IMPORTANT 

Do not neglect the word lists; by these drills the pupil lays a foundation 
for independent reading. These give him power to read not only all the words 
in the Howell Primer but hundreds of other words. 



RECITING THE WORD LISTS 

1. The pupils place the "marker" under the words and pronounce the 
words in turn. 

2. Teacher calls on the pupils to pronounce the words, not in turn. 

3. Teacher calls on one child to pronounce the words in the first col- 
umn, another child to pronounce the words in the second column, and another 
for the third, and another for the fourth column. 

4. Teacher may call on one child to pronounce all the words in the list. 

Note — If the child hesitates or guesses, let him sound the letters in the 
word. Do not tell him the word, but let him work it out for himself. To re- 
capitulate: At first, make the child sound every element in the words in the 
word lists before trying to pronounce the words as wholes;, but work gradually 
to his acquiring power to pronounce the words at sight, without first sounding 
the elements separately. 



[93] 



HOW TO TEACH THE READING LESSONS 



PREPARATION 

STUDY OF THE LESSON PICTURE 

Some child that vohmteeis (or more than one) tells the story suggested to 
him by the picture. 

The teacher, by questions about the picture, directs attention to points in 
the story which the children will read. Some of these questions the children 
may know the answers to; others they will guess at.. The teacher, however, is 
not to tell the answer to any, but let the children find out for themselves by 
reading the story. The purpose of these questions is to arouse thought, and to 
stimulate the imagination. 

The teacher may suggest the interpretation of the picture through questions 
something like the following: 

1. Who are the characters in this picture? 

2. What are the names of the characters? (If they are given.) 

3. What are these characters doing?. 

4. What are they saying? 

5. Observe the characteristics of any objects in the picture. 

DRAMATIZATION OF THE PICTURE 

Work out as suggested in Lessons I, II and III. 

STUDYING NEW WORDS IN THE LESSON 

1. The teacher writes the new words in the reading lesson on the board.. 

2. Show the class the new words on the perception word cards. 

3. Match the words on the perception word cards with the words on the 
board, in the word list, and in the reading lesson. 

4. Teacher writes the phrases in the reading lesson on the board. 

5. The pupils read the phrases on the board, and match them with the 
phrases in the reading lesson. 

6. Pupils build the new words in the reading lesson with letter cards. 

7. Pupils write the new words in the reading lesson. 



RECITING THE READING LESSON 



The children read the story (including the title). 

The pupils place the "marker" under the first sentence and study it silently. 
The teacher should allow sufficient time for all the children to study the sen- 
tence silently, and then call on one child to read it orally. The child looks up 



[94] 



from the book and reads the sentence with expression. If he does not read it 
with the proper expression, ask him to tell you what it said; or ask some other 
pertinent question that will make the child think about the meaning of the 
sentence. 

Pupils move the "marker" to the next sentence and proceed in the same 
way until all the sentences have been read. 



One child is called on to read the whole story, with proper expression. If 
it is a short story, and if the class is not tired, more than one child may read 
the whole story. In this reading the child should not be interrupted; therefore, 
the best reader should be called on first for this. 

Note — Later, when the pupils become more independent, it will not be 
necessary for them to scan the sentences before reading them. They will read 
with expression without scanning the sentence. 

QUESTIONS 

The teacher asks questions on the thought of the story. She repeats some 
of the questions asked before the reading that were left unanswered. They all 
should be definitely answered by the children, from what they have read; no 
guessing now. 

ORAL REPRODUCTION 

The teacher asks the children to tell of any of their experiences s\iggested 
by the story. She asks them for their opinion as to the conduct of some person 
or animal in the story. In short, she asks any questions suggested by the story 
that will stimulate the children's thought or imagination, their reason, judg- 
ment, moral sense, etc. These must be very simple. 

Let some child tell the story of the lesson in his own words. 

DRAMATIZATION OF THE STORY 

Work out as suggested in Lessons I and II. 

SEAT WORK 

Children at their seats build the story with seat work letter cards. This 
applies to the first lessons. 

BOARD LESSON 

Each day there should be an interesting lesson given from the board. This 
reading lesson should be developed from the nature study lessons, construction 
lesson, stories, etc., etc. 



[95] 



ILLUSTRATIVE LESSONS 



TWENTY-FOURTH DAY 



Review the perception phonic cards. 
Review the perception word cards. 



BEN'S HEN 

PREPARING THE WORD LIST 



FIRST STEP 

EAR TRAINING ONLY 



The teacher gives separately the sounds in the words in the list (on page 
immediately preceding the story as reproduced below) and the pupils pronounce 
the words. Example : Teacher, "B-e-n" ; Pupils, "Ben." 

SECOND STEP 

EAR TRAINING ONLY 

The teacher pronounces the words and the pupils give the separate sounds. 
Example: Teacher, "Ben"; Pupils, "B-e-n." 

THIRD STEP 

EYE TRAINING WITH EAR TRAINING 

1. The teacher writes the letter e E on the board. 

2. Show the class the letter e E on the perception phonic card. Call at- 
tention to the fact that the first sound of the word elephant is e. 

3. Pupils read the letter e in the Primer. 

(a) Read the letter e in the oblong to the right of the picture of an 
elephant. 

(b) Read the letter e in the key- words: bed, net, hen. 

(c) Read the letter e in the word list. Use "marker" and cover the first 
letter in the first column of words. This will leave exposed the letter e in six 
words. 

(d) Give the pupils seat work letter cards containing the letter e. 



[96] 





___^- >r— ^ 


'' ' \ 

E e 

£ & 


% 






—^s^ 



Ben 


Ben's 


Ed 


bet 


den 


dens 


Ed's 


get 


hen 


hens 


bed 


met 


men 


men's 


red 


net 


ten 


tens 


Ned 


set 


beg 


begs 


Ted 


mess 


egg 


eggs 


hen 


Bess 




[97 



FOURTH STEP 

MUSCULAR TRAINING WITH EAR AND EYE TRAINING 

Teach the pupils, to write the letter e. 
General review of letters already taught. 

FIFTH STEP (C) 

EYE TRAINING WITH EAR TRAINING 

(Studying the Words in the Word List) 

Let the children place the "marker" under the first word, sound the letters 
in concert and pronounce the word. Move the "marker" to the next word and 
proceed in the same way until all the words have been studied. 



PREPARING THE READING LESSON 

STUDY OF THE PICTURE 

As in preceding stories, give some one opportunity to tell the story sug- 
gested to him by the picture. This should not be required of any child; only 
permit some child that would like to do this. But if children get into the habit 
of reading the story at home, or having it read to them, do not let them monop- 
olize the story telling. This exercise of having some child tell about the picture 
before the reading of the story, and before the detail questions of the teacher, is 
intended, not as a memory exercise, but to stimulate the children's imagination, 
and their original expression of thought. The memory test, the reproduction of 
the story, comes after it is read in class. 

Have we seen this boy before? Compare the pictures of Nat and Sam. 

What is the boy doing? Answer: Gathering eggs. (It may require more 
questions to get this answer.) How do you know he is gathering eggs? An- 
swer: Because he has eggs in his hat. Ask the children if they have ever 
gathered eggs. Let them tell about it. 

Did the boy get the eggs in his hat from this hen? Let the children give 
what answers they please, and require reasons for their answers; but leave the 
final settlement of the question until they read it in the book. 

Children that have had experience with hens ought to know by the ruffled 
appearance of this hen that she is sitting on eggs, and that she ought not to 
be disturbed; her eggs are not good to eat. If no child tells this, even with 
the help of the teacher's questions, she should tell these facts to the class. 

The boy- is doing wrong to disturb this hen ; but the hen knows how to 
protect herself and her eggs. What do you think has happened to this boy? 
Answer: The hen has pecked him. . Ask the class if any of them has ever been 
pecked by a. hen. "When was it? Why did the hen peck you? What would , 
you do if you were trying to get a hen's eggs and the hen should peck you?" 



[98] 



Where is this boy? Answer: In the chicken house. (We can tell this from 
the little door under the window for the chickens to pass in and out.) 

Is this a big boy or a little boy? Answer: He is a little boy; a big boy 
would know better than to disturb a sitting hen. 

Is this a big hen or a little hen ? Answer : A big hen. 

Is the boy's hat big or little? Answer: Big. 

What is this story about? 

DRAMATIZATION OF THE LESSON PICTURE 

Characters — Ben. Hen. 

Scene — Ben gathering eggs in a hen-house. 

Use the corner of the room for the hen-house. A chair or desk for the 
bench on which the hen has her nest. 

A large boy for Ben, and a small girl for the hen. 

Small pieces of crayon in a large hat may represent the eggs in Ben's 
big hat. 

Ben and the small girl pose the lesson picture. 

WORD DRILL 

1. The teacher writes the new words, in the reading lesson, on the board. 

2. Show the class the new words in the reading lesson on the perception 
word cards : Ben, Ben's, hen, hen's, egg, eggs, get, Get, red, in, on, an, sits, his. 
(Add these words to the pack of perception word cards for review.) 

3. Matching words. 

(a) Match the words on the perception word cards with the words on 
the board. 

(b) Match the words on the perception word cards with the words in the 
word list. The teacher holds up the word Ben. The pupils pronounce the 
word and find it in the first column of words. Proceed in the same way' with 
each of the new words. 

(c) Match the words on the perception word cards with the words in the 
reading lesson. 

4. Place the words in the pack of perception word cards along the 
chalk tray. 

The teacher calls for the words in the phrase, "a red hen." The pupils find 
the words and pass to the front of the room, holding the cards in front of their 
breasts, so as to form the phrase, "a red hen." 

The pupils read the phrase. 

5. The teacher writes the phrase en the board. 
The pupils find the phrase in the reading lesson. 

Proceed in the same way with the other phrases in the lesson. 



[99] 



SEAT WORK 

Pupils build the new words in the lesson with the seat work letter cards. 

WRITING 

Pupils write the new words in the lesson from dictation. 

REVIEWS 

Review the reading lessons, "Tag," "Don," "Ann's Rabbit." 

BOARD READING LESSON 

Let the teacher write sentences on the board for the children to read. 



SUPPLEMENTARY WORK 

STORIES 

"Cinderella's Egg Hunt." Mother Goose Village, Bigham. 
"Little Red Hen." Stories to Tell Children, Bryant; Children's Hour, 
Bailey; New Howell Primer. 

POEM 

"Three White Eggs." Rossetti. 

SONGS 
"The Hen and Chickens." Finger Plays, Poulsson. 

OCCUPATIONS 
Cutting — Illustrate "Little Red Hen." Arrange on bogus paper, with suit- 
able background. 

NATURE STUDY 

Chickens and Eggs. 

GAME 
"Dancing." Songs of the Child World, Book I, Gaynor. 



[100] 



TWENTY-FIFTH DAY 



Review the perception phonic cards. 
Review the perception word cards. 

Give special drill on the new words in the lesson "Ben's Hen." 
Review the drill for the letter e. Emphasize the words of four sounds in 
the second step of ear training. 

BEN'S HEN 

RECITING THE WORD LIST 

1. Pupils place the "marker" under the first word in the word list and 
pronounce the words in turn. 

2. Pupils place the "marker" under the first word in the word list and 
all study the same word at the same time. Teacher calls on pupils to recite the 
words not in turn. 

3. Pupils place the "marker" under the first word in the word list, and 
teacher calls on one pupil to pronounce all the words in the first column, an- 
other to pronounce the words in the second, another the third, and another the 
fourth. (All the pupils keep the place and study the same word.) 

4. Teacher calls on one child to pronounce all the words in the list. 
Note — -When reciting the word list' try to get the pupils to pronounce the 

words without sounding; but if they hesitate or guess, let them sound the let- 
ters. When a child can give four separate sounds in a word he will have little 
trouble with the analysis of words after that. 

RECITING THE READING LESSON 
I 
The pupils place the marker under the sentence and all study the sentence 
silently. When sufficient time has been allowed for each child to study the 
sentence silently, the teacher calls on one child to read the sentence orally. 
If the child fails to read with expression, the teacher repeats the question asked 
when the lesson was developed. When the sentence has been read with expres- 
sion, the pupils move the "marker" to the next sentence and study. Proceed in 
this way until all the sentences have been read. 

n 
One child is called on to read the whole story, with proper expression. If 
the class is not tired, more than one child may read the whole story. 



[101] 




BEN'S HEN 

Ben has a red hen. 
His hen is big. 
Ben has a big hat. 
His hat has eggs in it. 
Ben's red hen has eggs. 
Ben's hen sits on eggs. 
Get an egg, Ben; get an egg. 
Ben's big red hen bit him. 
Ben did not get 
his hen's eggs. 



[102] 



QUESTIONS 

I (After Reading the Story) 

Repeat some of the questions and require definite answers from the chil- 
dren's knowledge of what they have read. 

The book says the hen "bit" Ben. Is this correct? Do hens bite? An- 
swer: No, they peck; but Ben thought the hen bit him. 

Are you glad Ben did not get this hen's eggs? Why? What do you think 
will happen if this hen sits on the eggs long enough? 

ORAL REPRODUCTION 

Have some child tell the whole story in his own words. 

DRAMATIZATION 

Children dramatize the story. 

SEAT WORK 

Build the lesson with the seat work word cards. 

WRITING 

Review writing all the letters previously taught. 

Review writing from dictation some of the most difficult words pre- 
viously taught. 

REVIEW 

Reading in the Primer, "Tag," "Don," "Ann's Rabbit." 

BOARD READING LESSON 

Let the teacher write sentences on the board for the children to read. 



SUPPLEMENTARY WORK 

STORIES 



'Mrs. Speckelty." More Mother Stories, Lindsay. 
'The Turkey's Nest." More Mother Stories, Lindsay. 



I had a little hen, the prettiest ever seen, 

She washed me the dishes and kept the house clean; 

She went to the mill to fetch me some flour, 

She brought it home in less than an hour; 

She baked me my bread, she brewed me my ale, 

She sat by the fire and told many a fine tale. 

SONG 
Mr. Rooster and Mrs. Hen." Songs of the Child World, Book I, Gaynor. 

[1031 



OCCUPATIONS 

Cut hen, nest, eggs, hat. 

Draw hen, nest, eggs, hat. 

Model hen, eggs, hat. 

Construction. Make a hen-house of stiff paper. 

GAME 

'"Drop the Handkerchief." Songs of the Child World, Book I, Gaynor. 



ED'S PIG 
PREPARING THE WORD LIST 

FIRST STEP 

EAR TRAINING ONLY 

Ex. — Teacher, "p-a-n" ; Pupils, "pan." 

SECOND STEP 

EAR TRAINING ONLY 

Ex. — Teacher, "pan" ; Pupils, "p-a-n." 

THIRD STEP 

EYE TRAINING WITH EAR TRAINING 

1. The teacher writes the letter p P on the board. 

2. Show the class the letter p P on the perception phonic card. Call 
attention to the fact that the first sound of the word pig is p. 

3. Children read the letter p in the Primer. 

(a) Read the letter p in the oblong to the right of the picture of a pig. 

(b) Read the letter p in the key-words: pan, pot, top. 

(c) Read the letter * in the words in the word list. 

(d) Give the children seat work letter cards containing the letter p. 



[104] 




pan 
pen 
pin 

Pig 
peg 
pat 
pet 



pans 
pens 
pins 
pigs 
pegs 
pats 
pets 



top 

mop 

hop 

pop 

rap 

tap 

sap 



sip 

rip 

dip 

hip 

tip 

nip 

pip 




pan 



pot 



top 



[105] 



FOURTH STEP 

MUSCULAR TRAINING WITH EAR AND EYE TRAINING 

Teach the pupils to write the letter p. 

FIFTH STEP (C) 

STUDYING THE WORDS IN THE WORD LIST 

Children place the "marker" under the words, sound the letters in concert 
and pronounce the words. 



PREPARING THE READING LESSON 

STUDY OF THE PICTURE 

Who are the characters in this picture? 

What are the names of these characters? 

What are they doing? 

What is the boy saying? 

What objects do you see in the picture? (The pen, the pan, and the peg.) 

DRAMATIZATION OF THE LESSON PICTURE 

Let the children suggest the pose for the dramatization of the picture. 

WORD DRILL 

1. The teacher should write the new words in the lesson on the board. 
(Pig, pig, Rip, pen, pan, peg, Tap, tap, Rap, rap, Ed.) 

2. Show the class the new words on the perception word cards. 

3. Match the words on the cards with the words on the board, in the word 
list, and in the reading lesson. 

4. Teacher writes the phrases in the reading lesson on the board. 

5. Pupils read the phrases on the board, and match them with the phrases 
in the reading lesson. 

SEAT WORK 

Pupils build the new words in the reading lesson with letter cards. 

WRITING 

Pupils write some of the new words from dictation. 



[1061 



TWENTY-SIXTH DAY 



Rapid review of the perception cards. 

Give special drill on the new words in the lesson "Ed's Pig." 

Review the drill for the letter p. 

ED'S PIG 

RECITING THE WORD LIST 

1. The pupils place the "marker" under the words and pronounce the 
words in turn. 

2. Teacher calls on the pupils to pronounce the words, not in turn. 

3. The- teacher calls on one child to pronounce the words in first column, 
another child to pronounce the words in the second column, another for the 
third, and another for the fourth. 

4. The teacher may call on one child to pronounce all the words in 
the list.' 

RECITING THE READING LESSON 



The pupils place the "marker" under the first sentence and study it' 
silently. The teacher should allow sufficient time for all the children to study 
the sentence silently, and then call on some child to read the sentence orally. 
The child looks up from the book and reads the sentence with expression. If 
he does not read with expression, ask some pertinent question that will make 
him think about the meaning of the sentence". 

Pupils move the "marker" to the next sentence and proceed in the same 
way until all the sentences have been read. 



One child is called on to read the whole story with proper expression. If 
the class is not tired, more than one child may read the whole story. 

QUESTIONS 

(After Reading the Story) 

The boy's name ? the pig's name ? what kind of pan ? what is the boy doing 
with the peg? 

Children's experience: Have any ever fed a pig? What did you give 
him? Was the pig in a pen, or in a big lot or field, or in the woods? How 
did you call the pig (or pigs J ? Did you_ever have a. pig for a pet? What do 
pigs say when you go to feed them? How do pigs eat? (Fast; greedy; make 
a noise, etc.) Let them tell about their father's hogs or talk of whatever the 
story suggests. 

[107] 




ED'S PIG 

Ed has a pig. 

It is Rip. 

Rip is not a big pig, 

Rip is in a pen, 

Ed has a tin pan. 

Ed has a peg. 

Ed hits his pan. 

Tap, tap, tap. 

Rap, rap, rap. 

" Pig. Pig." 



[108] 



ORAL REPRODUCTION 

Let some child tell the story of the lesson in his own words. 

DRAMATIZATION OF THE STORY 

The children dramatize the story of the lesson. 

SEAT WORK 

Children, at their seats, build the story with the seat work word cards. 

BOARD READING LESSON 

The board lesson should be developed from the lessons correlating with the 
day's work. 

REVIEW 

"Ben's Hen," "Ann's Rabbit," "Don." 



SUPPLEMENTARY WORK 

STORIES 

"Three Little Pigs," "The Old Woman and Her Pig," "The Pig Brother/ 
How to Tell Stories to Children, Bryant. 

"The Little Pig." More Mother Stories, Maud Lindsay. 



Jack Sprat's pig, 
He was not very little, 

Nor yet very big; 
He was not very lean, 
He was not very fat — 
"He'll do well for a grunt," 
Says little Jack Sprat. 

Tom, Tom, the piper's son, 

Stole a pig and away he run; 

The pig was eat, and Tom was beat, 

And Tom ran crying down the street. 

SONG 
"The Pigs." Songs of the Child World, Book I, Gaynor. 



[109] 



OCCUPATIONS 

Cut — pig, pan, peg, fence, grass. 
Draw — pan, peg, pig, fence, grass. 
Model with clay — boy, pig, pan, peg. 

NATURE STUDY 

Pigs. 

DRAMATIZATION 

"Three Little Pigs." 



Note — In the outlines given for preparing and reciting the word lists and 
reading lessons the teacher must use her own judgment as to how much of the 
work is necessary. For the first few lessons it is advisable to go slowly and 
follow the suggestions closely. But as the pupil advances he will acquire the 
power to work out the word lists and reading lessons with less help. 

The preparation of the lesson for the next day is essential. Always allow 
sufficient time for this important work. The lesson should be prepared early 
in the day, before the pupils are tired. 



[110] 



ELEMENTS TAUGHT IN THE WORD LISTS 



A 

a (short sound, a) 
T 
T is a tongue letter. To sound t the tip of the tongue is placed against 
the upper palate just back of the upper front teeth. Explode the breath so 
that the tongue is removed from where "it touched the palate. A stopped voice- 
less sound. 

Pronounce slowly the word t-op. 

N 

N is a tongue letter. Place the tongue just back of the upper front teeth 
on the hard palate. Hold the tongue stationary, and let the breath pass through 
the nose. 

Pronounce slowly the word n-est. 

M 

M is a lip letter. Close the lips, and, with the tongue lying loosely in the 
mouth, force the breath through the nose. 
Pronounce slowly the word m-an. 

R 

R is a tongue letter. Place the tongue close to the hard palate just behind 
the ridge of the gums back of the upper front teeth and force the breath gently. 
Pronounce slowly the word r-at. 

S 
To sound 5 place the tip of the tongue just back of the upper teeth, leaving 
a narrow passage between the tongue and teeth. Force the breath through this 
passage with a hissing sound. Voiceless. Pronounce slowly the word s-aw. 

H is a palate letter. To sound h raise the glottis that is used for closing 
the windpipe when swallowing. Voiceless. 

Pronounce slowly the word h-orse. (Panting sound.) 

B 

B is a lip letter. To sound b purse the lips closely together and try to 
force the breath through the closed lips. Stopped sound. Pronounce slowly 
the word b-oy. 

G 

The hard g is a palate letter. To sound hard g press the back or root of 
the tongue against the soft palate. Stopped sound. 
Pronounce slowly the word g-oat. 

[HI] 



D 

D is a tongue letter. Place the tongue on the ridge back of the upper front 
teeth and force the breath so as to remove the tongue. The tongue should be 
thickened in sounding d. Stopped sound. 

Pronounce slowly the word d-og. 



o (short sound, 6) 

I 
i (short sound, l) 

The use of a, as article ; 

the z sound of s, as in tags. 

E 

e (short sound, e) 

P 

P is a lip letter. Place the lips lightly together and force and stop the 
breath. A'oiceless. 

Pronounce slowly the word p-ig. 



Hard c is a palate letter. (Has the sound of k.) To make this guttural 
sound, raise the back or root of the tongue toward the soft palate. Voiceless 
Sound slowly the word c-at. 



Xi is a tongue letter. Press the tip of the .tongue against the roof of the 
mouth and force the breath through the mouth. 
Pronounce slowly the word l-ock. 

th 

Th, aspirate and subvocal. Place the tongue against the upper teeth and 
force the breath through the teeth. 

After drilling on words with the th sound, with the books closed, tell the 
class that we use two letters to write that sound. Then make th on the board, 
and impress the fact that these two letters stand not for t and h, but for one 
sound, th. 



[112] 



Final e for the e sound, as in me. 

After drilling on words ending with e, with the books closed, tell the class 
that we use the same letter to say e as we used to say e. Then teach from the 
board the words me, be, he, the, having the children sounding the e as e, not e; 
then let them read these same words in the book. 

Note — This is a good time to teach the names of t, h, and e; and, in gen- 
eral, the time to teach the name of a letter is when a different use of it occurs 
from what the child has already learned. Three letters of our alphabet are con- 
stant in their values: j, q, and v. 

W 

W is a lip letter. To sound w purse the lips and gently force the breath 
through the lips. 

Sound slowly the word w-eb. 

F ; or for awr sound. 

F is a lip letter. Touch the upper, teeth with the lower lip and force the 
breath through the place of contact. Voiceless. 

Sound- slowly the word f-an. 

In or we have a new sound of the letter o. But or stands for two sounds; 
o has the same sound as a in ball, aw in saw, etc. ; and r has its usual sound. 
Of course do not mention this to the class. After drilling on words with or, 
as or, nor, for, etc., tell the class that we write aw with the same letter as 6. 

XT 

u (short sound, U) 

k; ck 

After sounding the words with the books closed, tell the class that we 
have two ways of writing k (giving the sound of this letter, not its name). 
Then write k on the board, and tell the class that this is another way of writing 
k. (Some teachers call this the broken-back k.) After teaching from the 
board some words with k, and having the children read from their books the 
words in the first column, tell the class that often at the end of words we, write 
both c and k; but that these two letters stand for only one sound. Then have 
them read the second, third, and fourth columns. . 

ng 

Ng is not a blend; it is a new element, and should be taught as one sound, 
as th was taught. 



[113] 



sh; ee 

Sh is not a blend; it is a new element, and should be taught as one sound, 
as the th and ng were taught. 

er=er; br 

In er we have a new use of the letter e. 
Br is a blend. 

a before I; a after w; sw 

After a sound drill, with books closed, upon words in al, as all, ball, etc., 
tell the class that in many words a before I says aw. After a sound drill, with 
books closed, upon words in wa, as in wall, Walter, etc., tell the class that in 
many words a after w says aw. 

Sw is a blend. 

aw; sm 

Aw stands for the same vowel sound as o in or, a in ball, water, etc. 
Teach it in the manner already outlined. 
Sm is a blend. 

ou; pt 

Teach ou as one sound, as in the word fount. 
Pt is a blend. 

ar 
In ar we have the a sound for the first time. Car, bar, etc. 



To sound j, place the flattened tongue against the hard palate just back of 
the ridge behind the upper front teeth, and force the breath through. Pronounce 
slowly the word J-ack. 

ea=e; If; f=v 

ea equals e, as in the word leaf. Lf is a blend. 

The word of is the only word in our language in which / has the sound 
of v. But do not teach it as a so-called sight- word; let the children sound it. 
If they do not get the word, tell them / says v in this word. 

0=0; oe=6 

Tell the class that o at the end of a word, or at the end of a part of a 
word (syllable), generally says 6, not 6 nor aw. 

[114] 



Y; 0=6; ow=oo; the pronoun I; ur 
Y is a tongue letter. To sound y raise the middle of the tongue toward 
the roof of the mouth. Pronounce slowly the word y-oke. 

ou equals 06, as in the word soup. 0=6, as in old. 

There is no need of teaching the use of u in cur, fur, etc., as a new sound, 
though it has a different diacritical mark from short u in some dictionaries. 
The children will have no difficulty in reading this list. 

ch 
Ch is not a blend ; teach it as one sound ; as the th, ng, and sh were taught. 

ow=6 
ow equals 6, as in the word bowl. 

nk; pi; sk; (a as in ask) 
Nk is not a blend ; teach it as one sound ; as th, ng, sh, and ch were taught. 

PI is a blend. 

The a in ask, mask, etc., is marked in some dictionaries differently from the 
a in cat, hat, etc. In other dictionaries there is no difference. Either pro- 
nunciation is correct. 

th; thr 
th (surd, as in thorn), 
thr is a blend. 

I in ind 
In ind we have a new use of the letter i. (As in the word blind.) 

ew=u; ew=oo 
ew equals u, as in the word new. 
ew equals 00, as in the word screw. 

X=ks 
The letter x generally stands for two sounds, in this book always ks. 

aw=aw 
au equals aw, as in the word auger. 

silent e in le; eo=e in people 
Tell the children that in many words e at the end does not say anything. 



[115] 



V ; more words with the silent e; o— u; one 

V is a lip letter, and to give the correct sound, place the lower lip against 
the upper teeth and breathe strongly through them. 

In first reading these words, the children, in sounding er in ever, never, 
etc., will probably give e its short sound, as in very; but if allowed to study the 
words, they will probably call them correctly without help from the teacher. 
This should be the teacher's aim in all the word lists : to get the children to 
pronounce the words by their own unaided efforts. It would be well in this 
connection to review the words with er. Remind the class that er generally 
says er. 

On this page we find silent e not only at the end of words, but within the 
body of words, as in gives, does, comes, etc. 

In all the words on this page, o has the sound of short u. 

The word one is the most irregular word in this book. Let the children 
sound it for themselves. The o has the same sound as in dove, etc. ; the e is 
silent, as in other words on this page ; the only thing to be supplied is the sound 
of w at the beginning. . If the children must be told this word, tell them" after 
they have tried to get it for themselves, not before. 

Q=k; «=w; more sounds with ea=e 

Q is a palate letter. 

The letter q always has the sound of k; it is always followed in English 
by u, and this u is generally a consonant with the sound of w. Qu in the New 
Howell Primer always equals kw. But do not teach this as one sound; it is 
two sounds. And do not tell the children that qu always says kw. Q always 
equals k ; but the u is sometimes silent, as in mosquito, conquer, etc. But such 
words do not occur in the Primer, and no mention should be made of them. ■ 

ir=er 

ir equals er, as in the word bird. 

Z 

Z is an opened voice sound. 

Pronounce the word zebra slowly. 

ay=a ; ay— e as in says 

ay equals a, as in jay. 

Says is, of course, pronounced sez. Let the children sound it, as usual; 
but give them opportunity to determine its correct pronunciation before telling 
them. But though they may call it saz at first, by no means allow children to 
continue that pronunciation. 

[116] 



0=00, as in do; silent w in two, who, whom; silent e in shoe, canoe. 

y=i ; a=e ; e=i 
y at the end of. a word is a vowel. 
a equals e in the words any and many, 
e equals l in the word pretty. 

c=s; ce=s 
c before e and i=s, as in cent, city, etc. ; ce=s, as in since, dance, etc. 
Tell the class that though final e in since, dance, etc., does not say any- 
thing, it makes the c say s and not k. 

In accept we have the two sounds of c. The first c has its regular k sound, 
because there is nothing to change it; but the second c says s, because it comes 
before e. 

In the word circus we also have the two sounds of c. 

If the proper attention is called to the spelling of accept and of circus, it 
will help to fix this lesson in the minds of children; and that is, that c before 
e and i says s. 

se=s 
se equals s, as in the word mouse. 

ai':=a ; ai=e 
ai equals a, as in the word pail, 
ai equals e, as in the words said, again, against. 

<7ro=ou ; se=z ; ey=a 
ow equals ou, as in the word cow. 

In teaching ease, tease, etc., tell the class that final e is silent, and that s 
says z. 

ey equals a, as in the word they. 

om=u; a=6 
ou equals u, as in the word cousin, 
a equals 6, as in the word was. 

ou=6b ; y=l 
ou equals 06, as in the words would, could, should, 
y equals 1 in the words my and sky, etc. 

silent k; ear=er; ie=e; 6b 
Silent k, as in the word know, 
ear equals er, as in the word heard, 
ie equals e, as in the word piece. 
00, as in the words too and soon. 

i at the end of an accented syllable says i, not i, as in ivy, icy, etc. 
i modified by final e, as in hide, ride, etc. 
ild in wild, mild, child. 

a at the end of an accented syllable says a, not a, as in lady, shady, etc. 
a modified by final e, as in came, same, etc. 
wh for the hw sound, as in when, whet, etc. 
ere, in there and where. 

[117] 



THE NEW HOWELL FIRST READER 

THE NEW HOWELL FIRST READER should follow immediately after 
the NEW HOWELL PRIMER. This book begins where the Primer leaves 
off ; it is made on the same plan as the Primer, and it should be taught in the 
same way. The words in the word lists are fewer than in the Primer, but these 
lists in the First Reader are important and" should not be neglected. 

Pupils should be able to read readily each word list before proceeding to 
the following story or verses. And not only this; the word drills should be 
frequently reviewed; the mastery of them will give pupils power to read fluently 
and independently. 

The teacher would do well to copy the elements taught in the Primer on 
the board, or on cards, so that these elements may be frequently reviewed by 
the whole class. As the new elements are learned in the Howell First Reader 
add them to the elements already taught and review them daily. 

There is no need of diacritical marks in teaching this book or any of the 
Howell elementary series. On the contrary, to introduce them at this stage 
would only add to the difficulty of teaching. In some instances where a new 
element is introduced a diacritical mark is used to indicate the sound; but this 
is only for the teacher's guidance. 

THE HOWELL SECOND READER 

The Howell Second Reader should follow the Howell First Reader. This 
book begins where the Howell First Reader leaves off; it is made on the same 
plan as the Primer and First Reader, and should be taught in the same way. 
The only difference being that by now pupils will learn more rapidly. The 
words in the word lists are fewer than in the First Reader and Primer, because 
the child masters most of the mechanics of reading in the First Reader and 
Primer. The teacher must not neglect the word lists in the Second Reader; 
they contain the less frequent spellings not taught in the other two books. 

The teacher should keep up the review of the elements taught in the 
Primer and First Reader. As new elements are learned in the Second Reader, 
the teacher may write them on the board or cards for the daily review. When 
a child masters the New Howell Primer, New Howell First Reader, and Howell 
Second Reader he has acquired all the spelling elements he will need, and he is 
then prepared to read any book not too difficult in thought or in construction of 
the sentences. 



[118] 



EXTRA SHEET 



FOR TEACHERS USING THE HOWELL-WILLIAMS PRIMER 

The following elements in the HOWELL- WILLIAMS PRIMER do not 
appear in the NEW HOWELL PRIMER, and are therefore not given in the 
regular order in the manual. Most of them contain no new sound and no new 
letter; they are merely to give practice in blends. These should be taught ac- 
cording to the plan given for teaching the other elements. 

BLENDS 

Page 34 nt; nd. Page 63 fl; dr. 

Page 44 st. Page 67 /*. 

Page 52 tr. Page 69 fr; cr. 

Page 57 lp. Page 74 si; bl. 

Page 61 gr. Page 76 sp; str. 

o=u; silent e; ie=i 

On page 63 the sound of o is the same as the short sound of u, as in wagon. 

On page 109 the e is silent. 

On page 119 ie has the same sound as the short sound of i, as in cherries. 



APPENDIX 



List of books and publishers referred to in this manual. For full address 
of publishers see following list. 

BOOKS 

Andersen's Fairy Tales Houghton 

A. Child's Garden of Verses, Stevenson _ Scribner 

Dramatic Games for Children, Crawford Barnes 

Finger Plays, Poulsson Lothrop 

Five Minute Stories, Richards Little 

First Year Music, Dann —American 

For the Children's Hour, Bailey Bradley 

Firelight Stories, Bailey Bradley 

Fairy Stories and Fables, Baldwin American 

Grimm's Fairy Tales Johnson 

Half Hundred Stories, Brown Bradley 

How to Tell Stories to Children, Bryant Houghton 

Heart of Oak, III, Norton Heath 

Mother Stories, Lindsay Bradley 

More Mother Stories, Lindsay Bradley 

Mother Goose Village, Bigham McNally 

New Howell Readers, Howell & Williams Howell 

Peter Rabbit, Potter Altemus 

Rhymes and Jingles, Dodge Scribner 

Stories to Tell Children, Bryant : Houghton 

Stories Children Need, Bailey Bradley 

Songs of the Child World, Gaynor Church 

Story Book, Hoxie Bradley 

Songs and Games for Little Ones, W. and Jenks Ditson 

The Child's World, Poulsson Bradley 

PUBLISHERS 

American Book Company 100 Washington Square, New York. 

Altemus 507 Cherry Street, Philadelphia, Pa. 

Barnes, A. S. & Company 381 Fourth Avenue, New York. 

Bradley, Milton Company Arch and Seventeenth Street, Philadelphia, Pa. 

Church, John Company Chicago, 111. 

Ditson, Chas. H. & Company New York. 

Heath, D. C. & Company 110-120 Boylston St., Boston; also New York. 

Houghton Mifflin Company 4 Park St., Boston; also New York. 

Howell & Company 80 Broadway, New York. 

Johnson, B. F. & Company Richmond, Va. 

Lothrop, Lee & Shepherd 93 Federal Street, Boston. 

Little, Brown & Company Boston, Mass. 

Rand, McNally & Company 42 E. Twenty-s«cond St., New York. 

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